Tables of Contents

Tables of Contents

Title page

i

Acknowledgements

ii

Table of Contents

iii

List of Tables

vii

List of Figures

vii

Abstract

viii

Chapter One: Introduction 1.0 Introduction

1

1.1 Background of Study

1

1.2 Statement of Problem

2

1.3 Objectives of Study

4

1.4 Research Questions

5

1.5 Significance of Study

5

1.6 Limitation and Scope of Study

5

1.7 Definition of Terms

6

1.7.1 Nonverbal Communication

6

1.7.2 Kinesics

6

1.7.3 Vocalic

7

1.7.4 Tactile Communication

7

iii

1.8 Summary

7

Chapter Two: Literature Review 2.0 Introduction

8

2.1 Verbal vs. Nonverbal Communication

8

2.2 Nonverbal Communication for Language Teaching

10

2.3 Types of Nonverbal Communication

12

2.3.1 Kinesics

13

2.3.2 Tactile Communication

14

2.3.3 Proxemics

14

2.3.4 Chronemics

15

2.3.5 Vocalic

16

2.3.6 Appearance

16

2.4 Functions of Nonverbal Communication

17

2.5 Research on Nonverbal Communication in Education Setting

18

2.6 Summary

20

Chapter Three: Research Methodology 3.0 Introduction

21

3.1 Research Instrument

21

3.2 The Participants

22

3.2.1 The Participants’ Background Information 3.3 Procedure

23 27

iv

3.3.1 Identifying the Statement of Problem

27

3.3.2 Development of Research Questions and Objectives

28

3.3.3 Design of Interview Questions and Class Observation Sheet 28 3.3.4 Interview Session and Classroom Observation

28

3.3.5 Analysis

29

3.4 Summary

31

Chapter Four: Results 4.0 Introduction

32

4.1 Perception of EIL teachers on the role of

34

nonverbal communication in classroom 4.1.1 Importance of Nonverbal Communication in

34

Teaching profession 4.1.2 Necessity for Teacher Awareness in Nonverbal

38

Communication 4.1.3 Teachers’ Expression through Nonverbal

41

Communication 4.1.4 Nonverbal Communication and Students’

44

Motivation 4.2 Most common types of Nonverbal Communication used by

49

EIL teachers 4.3 Purpose of Nonverbal Communication in an EIL Classroom

55

4.3.1 Raise eyebrow

55

4.3.2 Touch

57

4.3.3 Eye contact

59

4.3.4 Hand gestures

61

4.3.5 Smile

63

4.3.6 Walk around the classroom

66

4.3.7 Tone variation (voice)

68

v

Chapter Five: Discussion 5.0 Introduction

71

5.1 Research Question Revisited

72

5.1.1 Research Question One 5.1.1.1 Conclusion for Research Question One 5.1.2 Research Question Two 5.1.2.1 Conclusion for Research Question Two 5.1.3 Research Question Three 5.1.3.1 Conclusion for Research Question Three

72 76 77 79 81 85

5.2 Recommendation

85

5.2 Concluding Remarks

86

References

87

Appendices

96

vi

List of Tables

Table 3.0

Characteristics of Study Participants

23

Table 4.0

Classroom Observation Data

50

List of Figures

Figure 3.0

Stages of Study

27

Figure 3.1

Stages of Data Analysis

30

Figure 4.0

Classroom Observation Data

54

vii

ABSTRACT

This study examines the awareness of Malaysian employees about the use of nonverbal communication among EIL teachers in an international classroom and also aims to learn about the attitude of the teachers towards such usage. The participants were interviewed and an on-going class observation has been done. The findings revealed that the teachers are properly using the nonverbal communication observed. Some of the participants also showed some preference towards a certain nonverbal communication when observed. In the final chapter of this study, recommendations on how this study can be improved are made by the researcher.

viii

Academy of Language Studies, UiTM Academic Project EPC616 Declaration of Authorship I, Sarah Nabilah binti Sallehuddin, 2013410434, declare that this academic project and the work presented in it are my own, and they are the result of my own original research.

Nonverbal Communication of EIL Teachers in an International School.

I confirm that:

1.

Where I have consulted the published work of others, this is always clearly attributed;

2.

Where I have quoted from the work of others, the source is always given. With the exception of such quotations, this academic project is entirely my own work;

3.

I have acknowledged all main sources of help;

Signed:

…………………………………………………………………………

Date: 1st July 2016

NONVERBAL COMMUNICATION OF EIL TEACHERS IN AN INTERNATIONAL SCHOOL

Submitted in Fulfilment of the Academic Project Requirement, Bachelor of Applied Language Studies (English for Professional Communication)

Sarah Nabilah binti Sallehuddin

July, 2016

i

ACKNOWLEDGEMENT

First and foremost, I praise Allah s.w.t as this research is finally completed with all His blessings. I would also like to thank my mother, Noraishah binti Yunan, for being the most important person who has always supported me throughout my study and has been very understanding. I also would like to express my gratitude to my family and my only sibling, Mohd. Yusof bin Mustaffar for being the backbone of my success.

I would also like to express my appreciation to my research advisor, Dr. Ramesh Nair, for his guidance and knowledge. Special thanks to UiTM’s Network 4 for providing impeccable internet service throughout my research as it has been a big help in gaining resources and references.

Finally, thanks to Perpustakaan Tun Abdul Razak for providing me access to various resources in order to complete this project.

ii

CHAPTER 1 INTRODUCTION

1.0 Introduction This chapter presents an overview of the study. The problem statement is identified based on a review of previous studies. This chapter also provides research objectives and research questions that have been designed to address the statement of problem. The significance of the study is also explained and definitions of several key terms are offered.

1.1 Background of study Communication is the process of conveying information, sharing ideas, feelings and attitude (Fatemeh Behjat, Samaneh Bayat, Ali Asghar Kargar, 2014) through a system of linguistic rules. The word ‘communication’ is derived from Latin word ‘commūnicāre’, meaning “to share”. Communication is separated between two types namely verbal and nonverbal communication. Verbal communication is conveyed through spoken language. Nonverbal communication is a type of communication that does not involve spoken language and is the oldest type of communication. Before the organized system of spoken language was created, people use grunts, noise and hand gestures to communicate. Some examples of nonverbal communication are facial expressions, eye contact and posture. It is a process that is performed spontaneously or sequentially and includes sets of monolinguistic behaviours that acted unconsciously by a person while talking (Lustig and Koester, 2008). 1

In order to be a successful communicator, not only one must be good in verbal communication but nonverbal as well. Albert Mehrabian, author of Communication without Words found that 7% of communication is nonverbal that includes 38% of the message consists of voice inflection, and 55% of the message conveyed by facial expression and body language. According to Garrison (1984) improving one’s nonverbal communication can improve communication skills due to the fact that 90% impact from message sourced from nonverbal communication. Harris (2002) and Davis (1990) stressed the importance of nonverbal communication skills.

As communication is important in classroom between teacher and students, it is highly important for teachers to have good communication skills both verbally and non-verbally. The saying ‘action speaks louder than words’ really applies in educational settings between teachers and students. There are many studies that have proven on how the teachers’ nonverbal communication affects the students during lessons (Surkamp, 2014; Bunglowala & Bunglowala, 2015; Janak Singh Negi, 2009; Mohamed Elfathihi, 2006). Through appropriate use of nonverbal communication, teachers are able to increase students’ motivation and concentration and maintaining attention (Zeki, 2009). For instance, through teachers could use facial expression to give support to students when they are having problems. Some studies in the 21st century show that nonverbal communication are vital for language teaching and intercultural learning (Knabe 2007; Reimann 2008, 2012; Strasser 2008). Hence, it is important for teachers to have good nonverbal communication skills as it highly affects the students’ progress in classroom (York, 2016).

2

1.2 Statement of problem Nonverbal communication plays a significant role in determining the success of the communication process in any context, both face-to-face and otherwise. Neuliep (2003) recorded that as much as 90% of all communication occurs through nonverbal behavior. For this reason, numerous studies have focus on understanding the role of nonverbal communication (Sundaram & Webster, 2000; Chen, 2011; Brown, 2014; Lopez Mora, 2014). Studies on nonverbal communication have focused on several themes. For example, Trovo and Silva (2012) examined nonverbal communication among nurses from University of Sao Paulo School of Nursing and found that the the subjects use of nonverbal communication is important in medical field for therapeutic actions towards patients. This is because nonverbal communication involves one of the need in humans for connection especially during situation of ill health. Sundaram and Webster (2000) studied the role of nonverbal communication during service encounters through customers’ perception.

Researches in the area of English language education have also been interested in examining the role of NVC given the fact that it complements the communication process as a whole. Studies on role of nonverbal communication in the English language classroom has span several decades. Grant and Hennings (1971) examined nonverbal communication used by English teachers in a native speaker classroom setting and found that teachers relied heavily on nonverbal communication for a variety of reasons. Similarly, Sime (2006) found that teachers’ effective use of nonverbal communication would increase student achievement.

In the 21st century, studies of nonverbal communication continued to be carried out. In Malaysia, studies on nonverbal communication have been relatively fewer. Within 3

the context of English language communication settings Fahainis Mohd. Yusof and Haslina Halim (2014) examined communication skills used by ESL secondary school teachers and found that there are some nonverbal communication skills used by the teachers such as eye contacts to get the students’ response, smile for acknowledgment and hand movements to explain concepts. Raed Latif Ugla, Nur Ilianis Adnan and Mohamad Jafre Zainol Abidin (2013) examined the communication strategies used by Malaysian ESL students at Tertiary Level found that the students have problem with poor vocabulary, they use nonverbal communication in a low rate. These studies however have centred around Malaysian learners of English.

The present study adds a new dimension to existing studies on nonverbal communication within the Malaysian contexts. Given the fact that there is an increasing numbers of international schools in Malaysia. The present study is located in an international school where a team of Malaysian teachers teach English to an international EIL (English as International Language) to an international population.

The purpose of the present study is therefore to examine the role of nonverbal communication in a Malaysian EIL classroom setting.

1.3 Objectives of Study a) To ascertain the awareness of Malaysian EIL teachers on the role of nonverbal communication in classroom. b) To identify the most common types of nonverbal cues used by EIL teachers.

4

c) To examine the purpose of certain nonverbal communication used by the teachers in the classroom.

1.4 Research Questions a) How do Malaysian EIL teachers regard the role of NVC in classroom? b) What are the most common types of nonverbal cues (eg: eye contact, hand gestures) used by the EIL teachers? c) What purposes do nonverbal communication serve in an EIL classroom? I.e: to gain attention, increase understanding

1.5 Significance of Study Nonverbal communication forms an integral part of communication process. Understanding nonverbal communication will improve various communication processes among people of all ages and occupation. Through this study, insight on nonverbal communication in classroom will improve teachers’ communication skill to provide a more effective lesson for children.

1.6 Limitation and Scope of Study One of the limitations of the study is the inadequate number of subjects examined. The pool of subjects are English language teachers from Idrissi International School consisting of only 7 people. This limitation results in small pool of data gathered by the researcher. Therefore, to generalise the results for larger groups, the study should have involved more participants at different levels. 5

The second limitation of the study is the gender of the subjects. All of the subjects are female. This study should involve a more diverse group of teachers to compare the usage of nonverbal communication by teachers’ gender aspect for this study.

The third limitation of the study is to finding common free time between the teachers and the researchers in order to carry out the interview session.

The scope of the study is types of nonverbal communication used by the EIL teachers and their purposes. The types of nonverbal communication taken into account will be kinesics, tactile communication and vocalics (Pearson, Nelson & Harter, 2013).

1.7 Definition of Terms 1.7.1 Nonverbal Communication Nonverbal communication is communication process that does not involve spoken words (Pearson, Nelson & Harter, 2013).

1.7.2 Kinesics Kinesics is a study of body movements and gestures (Lustig & Koester, 2010) which is derived from the Greek word ‘kinesis’, meaning motion (Chapman, 2015).

6

1.7.3 Vocalic Vocalic nonverbal communication system includes non-speech sounds (Lustig & Koester, 2010).

1.7.4 Tactile Communication The use of touch in communication is called tactile communication (Pearson et. al, 2013).

7

CHAPTER 2 LITERATURE REVIEW

2.0 Introduction This chapter provided the literature for the areas discussed in the study. In this chapter, the researcher provides the literature for the following items which are the difference between verbal and nonverbal communication, nonverbal communication for language teaching, types of nonverbal communication, functions of nonverbal communication and researches on nonverbal communication in an education setting.

2.1 Verbal vs. Nonverbal communication The first difference between verbal and nonverbal communication is verbal communication used single channel while nonverbal communication uses multiple channel (Hahn, Lippert & Paynton, 2011). Unlike verbal communication, a person could exhibit more than one nonverbal cues at the same time. For instance, a student who does not understand lesson in class might scratch his head and frown at the same time.

The second difference between verbal and nonverbal communication is that verbal communication is linear (has a clear beginning and ending) while nonverbal communication is continuous (Hahn, Lippert & Paynton, 2011). Nonverbal

8

communication is a continuous process and it happens all the time with or without verbal communication (Mishra, 2016).

According to Hahn, Lippert and Paynton (2011) in their book Survey of Communication Study,

another difference between verbal and nonverbal

communication is that the usage of verbal communication is conscious while mostly the usage nonverbal communication is unconscious. Nonverbal communication occurs unconsciously and it is unplanned and mostly happen due to unconscious reactions

to

situations

(What

is

verbal

communication

and

non-verbal

communication? 2015).

The fourth difference between verbal and nonverbal communication is that some nonverbal communication is universal (Hall, Chia, and Wang, 1996). Nonverbal communication is much more universal, in contrast to verbal communication because many gestures and body movements are understood and used most people even cross-culturally. Verbal communication is not universal due to the different languages that people speak (Hahn, Lippert & Paynton, 2011). For nonverbal communication, however there are universal nonverbal behaviors that almost everyone recognizes. According Roger E. Axtell (1998, p118), the smile is the “Ultimate Gesture”, as it is used worldwide in almost any situation and context or culture.

9

2.2 Nonverbal communication for language teaching Nonverbal communication is indeed vital in the process of communication due to the different functions that it plays for people to gain competence in communication (Argyle 2002; Strasser 2008). Nonverbal cues may have an emotive function in that they (e.g. through facial expression) reveal the speaker’s personality, feelings, thoughts and attitudes; a conative function in that they (e.g. through body posture) externalise the social roles of and the relationship level (sympathy/antipathy); a function to regulate conversations and structure interaction (e.g. indicating changes of speakers or the beginning/ending of contributions); a function as illustrators of verbal communication: they may anticipate, repeat, contradict, substitute, complement or accentuate the verbal message (e.g., nodding our head to accompany verbal agreement); or lastly, a function as emblems with a binding lexical or ritual meaning (e.g., ‘V’ for victory). McNeill (1992) and Grant and Hennings (1971) estimated that up to 82% of the communication techniques practiced by teachers in the classroom are nonverbal. Neuliep (2003) found that as much as 90% of communication occurs through nonverbal behavior. However, according to Lazaraton (2004), “linguists and SLA researchers have been overwhelmingly preoccupied with verbal aspects of language” and that “virtually no empirical studies have been conducted which systematically examine how language teachers use nonverbal behaviors in ways that enhance comprehension of language input” (Allen, 2000). McCaffert (1998) also pointed out that very little research has focused on the role that different forms of nonverbal communication play in second language learning although it has been considered to be potentially important.

Surkamp (2014) in her article Nonverbal Communication: Why We Need It in Foreign Language Teaching and How We Can Foster It with Drama Activities 10

mentioned that nonverbal behaviour is an effective as a communicative strategy by helping learners to understand the foreign language and to express themselves in it compensating for their lack of vocabulary. The emotive function of nonverbal communication can give people involved in conversation (face-to-face or otherwise) information about emotion and intentions of their partner (Surkamp, 2014). This is due to the immediate and ambiguous characteristics of nonverbal communication that can convey emotions more effectively than verbal communication (Carnes, 2015).

The phatic function of nonverbal communication can be a strategy for speakers to use their own facial expression and gestures to give feedback to their conversation partner and to interpret the success or failure of the communication by interpreting nonverbal behavior (Surkamp, 2014).

The combination of verbal and nonverbal communication in the EIL classroom can make it easier for learners to remember new words or grammatical structures (Surkamp, 2014). Neurological studies has shown that learners remember vocabulary and language patterns for a longer period of time if the language learned is linked with nonverbal signs (Knabe, 2007).

However, there are also difficulties in teaching and learning process due to nonverbal communication due to cultural differences. According to an article in 2005 from University of Colorado entitled Cultural Barriers to Effective Communication, “Cultures provide people with ways of thinking, ways of seeing, hearing, and interpreting the world. Thus the same words can mean different things to people 11

from different cultures, even when they talk the "same" language”. A certain culture shapes how each individual communicate non-verbally (Culture and nonverbal communication, n.d). According to Carnes (2015), cultural differences in nonverbal communication tend to result in misunderstandings. For instance, among North Americans, nodding the head means "yes," while among Japanese, according to Wang Dehua and Li Hui from Ningbo Institute of Technology it means merely "I'm listening" (Carnes, 2015). Among the types of nonverbal communication that may differ according to culture are hand gestures, touch and eye contact (Cultural differences in nonverbal communication, n.d).

Aside from culture, personality, context and nature of relations also influence meaning of certain nonverbal behaviour. People are generally comfortable with others who have "body language" similar to their own. When one person's nonverbal language matches that of another, there is increased comfort. In nonverbal communication across cultures there are similarities and differences. Whether we choose to emphasize the former or the latter, the "silent language" is much louder than it first appears (Nonverbal communication: Speaking without words, n.d).

2.3 Types of nonverbal communication According to Professor Emeritus Albert Mehrabian, there are eight types of non-verbal codes; kinesics, tactile communication, proxemics, chronemics, paralinguistics and appearance.

12

2.3.1 Kinesics Kinesics is a study of body movements and gestures (Lustig & Koester, 2010) which is derived from the Greek word ‘kinesis’, meaning motion (Chapman, 2015). Paul Ekman and Wallace Friesen have divided kinesics behaviours into five categories; emblems, illustrators, affect displays, regulators and adaptors (Lustig & Koester, 2010). Emblems are used as substitutes for verbal words or phrases (Pearson, et. al, 2013). The meanings of emblems are learned within a culture, because they have to be learned to be understood as they are culture-specific (Lustig & Koester, 2010). Examples of emblems are an open hand held up to mean “stop” and a forefinger and thumb forming a circle to mean “OK”. In some Mediterranean countries such as Turkey, the latter example represents vulgar expressions and if used by people from other cultures where the sign means ‘ok’ in Turkey, misunderstanding might occur. Illustrators are nonverbal behaviours that functions to accompany or reinforce verbal messages (Pearson, et. al, 2013). It is less arbitrary than emblems, hence makes them more likely to be understood universally (Lustig & Koester, 2010). Some examples of illustrators are nodding the head while verbally expressing consent and shaking the head while verbally expressing refusal. Another type of body language is affect displays which are nonverbal movements of face and body to show feelings and emotions (Pearson et. al, 2013). Many of affect displays can be universally understood. It can be unconscious such as a look of surprise and it can be conscious and it usually applies to acting (Lustig & Koester, 2010). Besides that, regulators are also a type of body language. Regulators are nonverbal movements that control the flow of communication (Pearson, et. al, 2013) and also used as turn-taking cues (Lustig & Koester, 2010). People use eye behavior, inflection, and head nodding to regulate the flow of conversation (Hartman, n.d). The final example of body language is adaptors – nonverbal movements that a person might do fully in private but partially or none in public 13

(Pearson, et. al, 2013). According to Lustig and Koester (2010), adaptors are personal body movements due to a person’s physical or psychological state. Some examples of adaptors include yawning when tired or sleepy and moving/adjusting glasses due to discomfort or habit.

2.3.2 Tactile communication Apart from body language, the use of touch in communication is called tactile communication (Pearson et. al, 2013). Through touch, the expression of positive or negative feeling could be conveyed. Examples of touch are stroking to convey love and a slap the face to express anger.

2.3.3 Proxemics Proxemics refers to the study of how humans construct and manage their personal space and distance (Hall, 1959). There are two concepts relating to the study of space which is territoriality and personal space. Territoriality refers to a person’s need to claim ownership over a certain amount of space (Pearson et. al, 2013). For instance, when a girl enters a new dormitory, she put her bag on one of the bed in the room to signify that the bed is ‘hers’. Another concept on proxemics is personal space – personal ‘bubble’ that moves around with a person (Pearson et. al, 2013). The size of a person’s personal bubble also depends on their body size. A larger person might claim more space than a person of average size. Apart from space, proxemics is also about distance when people communicate. Edward Hall was the first to define four distances that people use when communicating that is intimate distance, personal distance, social distance and public distance. Intimate distance extends outward from a person to 18 inches and it is the closest "bubble" of space surrounding a person (Brown, 14

2001). Only people who are close are allowed in this distance and is used more often in private (Pearson et. al, 2013). It is impossible to ignore it when this space is invaded. Intimate contact such as hugging, whispering, or touching requires the invasion of intimate distance. If a person fails to maintain appropriate social distance, this might cause psychological discomfort for the person who feels their space has been invaded (Sammons, n.d). Personal space ranges from 18 inches to 4 feet (Pearson, et. al, 2015). This space is reserved for friends, significant others and families and usually involves non-intimate exchanges (Pearson, et. al, 2013). Through the distance that people can comfortably get while interacting, the level of intimacy can be indicated. Social distance ranges from 4 to 12 feet and usually used for business and in formal and less personal circumstances (Pearson, et. al, 2013). The space is reserved for individuals who are acquaintances or of different status such as between a boss and secretary. The higher the status of a person, the greater the distance. Finally, the public distance and it exceeds 12 feet- the area of space beyond which people will perceive interactions as impersonal and relatively anonymous. It is used more in speech to an audience (Pearson, et. al, 2013).

2.3.4 Chronemics Chronemics, also known as temporal communication is the way people use time and the messages that are created because of it (Pearson et. al, 2013). People view time differently and can be differentiated through monochromic and polychromic. Monochronic people takes time seriously and focus on completing a task one at a time. Monochronic people thinks that work is more important than interpersonal relationship. Polychronic people work on several task at time and thinks that interpersonal relationship is more importance than work.

15

2.3.5 Vocalic Vocalic nonverbal communication system includes non-speech sounds (Lustig & Koester, 2010). The usage of these non-speech sounds in nonverbal communication is called paralinguistic features (Pearson et. al, 2013). According to Kramer, vocal cues convey information on the person’s characteristics and emotional level. The prefix para means “alongside”. Hence, paralinguistic means “alongside to the language”. According to Pearson, Nelson, Titsworth and Harter, features of paralinguistic includes pitch, rate, inflection, volume, quality, nonword sounds, pronunciation, articulation, enunciation and silence. Pitch is the highness of lowness of a person’s voice. Rate is how rapidly or slowly a person speaks. Inflection is the variety in pitch. Volume is the loudness or softness of a person’s voice. Quality is the resonance of a voice such as huskiness and nasality. Non-word sounds such as laughing, crying and vocal ‘filler’ sounds like uh,

er and um. Pronunciation is whether the person

correctly says a word. Articulation is whether the mouth, tongue and teeth coordinate to make the word understandable. People with lisp have trouble in articulation. Enunciation is whether the combination of articulation and pronunciation produce word with clarity and can be understood. Silence is simply the lack of sound.

2.3.6 Appearance Appearance is also a part of nonverbal communication. It is basically from the physical characteristics of a person such as his or her clothing, skin colour and accessories that he or she wears. The study of the human use of clothing is called objectics or object language. Artifacts are accessories that people wear and on display such as necklace and rings (Pearson et. al, 2013).

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2.4 Functions of Nonverbal Communication It is true that verbal communication is a vital element in order for the message to be conveyed. However, it is also important for speakers to be aware of their non-verbal communication as it added some effects towards the hearer (Pearson, et al., 2013). Non-verbal communication functions in interpersonal relationships are to repeat, to accent, to complement, to contradict, to substitute and to regulate speech.

Non-verbal communication is used to repeat the message that is sent verbally (Segal, Smith, Boose & Jaffe, 2015). Repeating a verbal message occurs sequentially, means that it begins with verbal message followed by non-verbal codes or vice versa. For instance, a person directs a car to turn left by pointing to a junction and explain where he should turn.

Non-verbal communication is also used to accent verbal messages conveyed by emphasising and amplify the effect of the verbal message towards the hearer (Nonverbal communication, n.d). It is as to italics and bold add emphasis to written words (Lustig & Koester, 2008). It usually occurs simultaneously to the verbal messages. For example, when a child refuses to go to school stated his refusal verbally and also stomping his feet to emphasis his refusal.

Apart from that, non-verbal communication complements to verbal message conveyed. Complementation of the verbal message takes place when the verbal and non-verbal messages match one another with the purpose to convey a clearer message during interpersonal communication (Guerrero & Farinelli, 2009). To

17

illustrate, a person declares love verbally and smiling to convey warmth and affection to the audience. Non-verbal communication can also show the opposite message from what is conveyed verbally through contradiction (Nonverbal communication, n.d). This will usually lead to misunderstanding, irritation and confusion (Verbal and nonverbal communication: tips for more positive parenting skills, 2009). For instance, a person verbally says that he is fine but keeps his head down and does not smile. His actions conveyed information on his actual emotional state (Non-verbal communication, 2011).

Non-verbal communication can be used as a substitute for verbal messages (Communication, 1998). This occurs when verbal channel is blocked or when people did not use it unintentionally (Lustig & Koester, 2010). Gestures that are used when substituting are usually those that are universally understood. For instance, instead of saying ‘yes’ a person might just nod his head.

Finally, non-verbal communication functions to regulate interaction. To regulate an interaction is to control the flow and turn-taking process to be organised in a conversation (Lustig & Koester, 2010). Eye contact and vocal inflections are usually used when someone wants to talk and also recognised by others.

2.5 Research on nonverbal communication in an education setting The way teachers communicate to students determine the effectiveness of the lesson and their feelings during the learning process (Witt & Wheeless, 2001; Richmond, 2002; McCroskey, Richmond and McCroskey, 2005; Pogue and AhYun, 2006). A 18

good understanding of nonverbal signals can become an effective strategy of enhancing learning (York, 2016) as appropriate use of nonverbal language can assist understanding and learning the classroom (Chen, 2013).The verbal and nonverbal behaviour exhibited by the teachers affect the students’ attitude towards the teachers themselves and the lesson. Through effective use of nonverbal communication, students could feel more positive about teachers during lesson (Ballester, 2013). Hence, teachers should create a class environment that increase the lesson’s effect on the students and enhance students’ desire to learn (Witt, Wheeless and Allen, 2004). A study by Fatemeh Behjat, Sameneh Behjat & Ali Asghar Kargar (2014) shows that teachers eye contact with students can make the learning environment active, body movements such as proper use of head and hands provide a strong foundation to the teachers to teach effectively and the use of this technique by teachers also reflects their expertise in the field of teaching. Apart from that, Zeki (2009) stated that by using nonverbal communication appropriately can increase students’ motivation and concentration and maintaining attention.

According to Ergin and Birol (2005) indicate that establishing eye contact has an important role and meaning in communication. The use of eyes and facial expressions are considered as a disciplinary function and are reported as having many related functions which help teachers in managing classrooms. A study by Fatemeh Behjat, Sameneh Bayat and Ali Asghar Kargar (2014) showed that eye contact is one of the most important techniques in class instructor's regular eye contact as it brings life to classroom environment. According to Gower and Walters (1983), the main uses of eye contact in the classroom are to show a student who is talking that the teacher is taking notice; to check that everyone is concentrating; to indicate to a student that you want to talk to him or you want him to do something; to encourage contributions when one is trying to elicit ideas; a teacher only knows students have something to say by looking 19

at them; and to hold the attention of students not being addressed and encouraging them to listen to those doing the talking and to maintain attention.

2.6 Summary This chapter has outlined the specific areas related to the present study. The literature review in this chapter touches on the surface of the present research in which the author tried to give a clear view upon the context of the study. This chapter also outlines other researchers’ point of view and previous studies that are related to the present studies.

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CHAPTER 3 RESEARCH METHODOLOGY

3.0 Introduction This chapter explains the method employed in conducting the study on use of nonverbal communication among EIL teachers in an international school setting. The process involved are, the design of the questionnaire and the procedure that was focused in data collection is explained.

3.1 Research Instrument The methods used by the researcher are interview and class observation. The interview was a one-on-one session with each of the teachers and the content was recorded with a voice recorder. The recording was transcribed and included in the appendices. The set of questions was designed for the interview with the aim of gathering data to answer the first and third research question constructed for the present study: 

How do Malaysian EIL teachers regard the role of NVC in classroom?



What purposes do nonverbal communication serve in an EIL classroom? I.e: to gain attention, increase understanding

21

The second method, observation, required the researcher to observe and record the teachers during lessons. This method is used to answer the second and third research question. The recordings were analyzed using the checklist of nonverbal communication used by teachers from Frederick Douglas Boyd (2000) in his study Nonverbal Behaviors of Effective Teachers of At-risk African-American Male Middle School Students. This method answers the second research question. 

What are the most common types of nonverbal cues (eg: eye contact, hand gestures) used by the EIL teachers? Class observation (see perception is what they use in class)

In summary, each method was designed with the aim of identifying the awareness of the respondents about nonverbal communication in EIL classrooms in international school.

3.2 The participants The participants consisting of 7 teachers from an international school. All of the participants were female and they represented diverse age groups. All of the participants are Malay. Most had at least some form of tertiary education and they represented different educational backgrounds. This group was selected because they matched the objective of the research in studying nonverbal communication on EIL teachers. All participants were from private sector who used English often in their daily business at the workplace.

22

Table 3.0: Characteristics of study participants (n=7).

Total Age (yrs) 31 – 40 41 - 50 Teaching experience (yrs) 6–8 9 – 11 12 – 14 15 and above Teaching in the school (months) 1–6 7 – 12 13-18 Education Diploma Degree

n

%

5 2

71.43% 28.57%

2 2 2 1

28.57% 28.57% 28.57% 14.28%

2 1 4

28.57% 14.28% 57.14%

1 6

14.28% 85.71%

3.2.1 Participants’ Background Information Teacher 1 Age: 35 Academic Qualification: Bachelor Degree in Biotechnology from UPM Teaching Experience: 10 years Other work experience: Research Assistant in USM She currently teaches English in an international school. She began her teaching career in 2006 and the current school is her sixth school for 3 years. She teaches English in Year 1, Year 2 and Year 3.

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Teacher 2 Age: 49 Academic Qualification: Bachelor Degree in Preschool Education from OUM. Teaching Experience: 18 years Other work experience: Estate management. She began her teaching career in 1998 and the current school is her third school for 10 years. She is the senior teacher among the participants. Currently she is teaching English in Year 2. Teacher 3 Age: 39 Academic Qualification: Diploma in TESL from UM Teaching experience: 12 years Other work experience: none She began her teaching career in 2004. The current school is her third school for 7 years. She is one of the two teachers that came from Education programme and the youngest among the 7 participants. She currently teaches English in Year 6 and Year 1. Teacher 4 Age: 36 Academic Qualification: Bachelor Degree in Accountancy from Multimedia University 24

Teaching Experience: 7 years Other work experience: Business analyst She began her teaching career in 2009. The current school is the second school for 2 years. She teaches English for Year 1, Year 5 and Year 6. Teacher 5 Age: 42 Academic Qualification: Bachelor Degree in Accountancy from UiTM Teaching Experience: 10 years Other work experience: bank officer She began her teaching career in 2006 and the current school is where she has been for 10 years. She currently teaches English for Year 1, Year 5 and Year 6. Teacher 6 Age: 32 Academic Qualification: Bachelor Degree in Graphic Design from Curtin University Teaching experience: 7 years Other work experience: graphic designer She began her teaching career in 2009. The current school is her second school for 5 years. She is the only teacher who graduates from foreign university. She currently teachers English in Year 4. However, due to her background in Arts she also teaches Art subject in Year 4, Year 5 and Year 6. 25

Teacher 7 Age: 38 Academic Qualification: Diploma in Education from Maktab Perguruan Sultan Halim Teaching Experience: 12 years Other work experience: Quality control officer She began her teaching career in the year 2004. The current school is her second school for 6 years. She is the only teacher who graduates from a teaching institution. She currently teacher English in Year 5 and Year 4.

26

3.3 Procedure The stages involved in designing the interview questions, nonverbal communication observation sheet and analysis is reflected in figure below: Figure 3.0: Stages of study

3.3.1 Identifying the Statement of Problem The statement of problem was identified based on a literature review of research done in the area of nonverbal communication and education, both internationally and in Malaysia.

27

3.3.2 Development of Research Questions and Objectives Having identified the statement of problem, the research questions and objectives

were developed. This changed several times as the researcher read

others studies.

3.3.3 Design of Interview Questions and Class Observation Sheet Keeping the research question in mind, a set of interview questions was developed to answer the first research question. The questions were developed based on a set of survey questions on teachers’ awareness on nonverbal communication by Kristin Mashak. An observation sheet was developed for classroom observation based on Frederick Douglas Boyd (2000) in

his

study

Nonverbal Behaviors of Effective Teachers of At-risk African-American Male Middle School Students.

3.3.4 Interview session and classroom observation The interview is conducted at school with the teachers one-by-one on schooldays during the class period when the teachers are free. Since the teachers have different schedule, the researcher had to interview the teachers one-by-one. The duration of the interviews was around 5-10 minutes

each.

The

interview

questions included open-ended questions about teachers’ awareness on nonverbal

communication, importance of nonverbal communication and the

functions on selected types of nonverbal communication used in the classroom. Interviews

conducted by the researcher in English with a little mix of Malay

language to accommodate some of the participants who preferred their mother 28

tongue. All interviews were audiotape recorded; verbatim transcripts were made from the tapes and reviewed for accuracy. Field notes by interviewers and demographic information (age, highest formal education and working experience) were used to provide a context for the interviews. The interview was then transcribed by the researcher and included in the appendices.

The researcher had to record the video of the lesson for latter analysis. This is because nonverbal communication is rapid in nature that would make it difficult for the researcher to analysis on-site. The researcher had to gain permission from the school’s principal to conduct the classroom observation. The researcher was allowed to record the lesson on camera on the condition that the recording will only be used for the researcher’s analysis and no other eyes are allowed to see it. There are a total of 7 on-going lessons recorded with the duration of 40 minutes’ each recording. There are around 12-22 students in each class.

3.3.5 Analysis Once all 7 teachers have been interviewed and observed during lesson, the analysis began. The researcher analysed each video recording of the lesson and noted the frequency of nonverbal communication used by the teachers. The transcribed interviews is included in Appendices. An interpretivist approach was used in this study. The researcher sought to develop a theoretical understanding of the teachers’ perception on role of nonverbal communication in classroom. There is multiple opinion from the teachers regarding the importance of nonverbal communication are expected due to the different backgrounds of the teachers. Therefore, an inductive research 29

approach that investigated multiple types of nonverbal communication and took into account other environmental and external factors that might affect the teachers’ perception on nonverbal communication. The researcher sought to identify the most common types of nonverbal communication used by the teachers. The interpretivist approach using qualitative methods best met these research goals. Data from the interview transcripts, demographic information and field notes were used in the analysis. A grounded theory approach to data analysis involving the constant comparative method was used. Data analysis was conducted continuously throughout the study by the researcher discussing the research questions. The steps in the data analysis included;

Figure 3.1: Stages of data analysis

30

3.4 Summary This chapter has outlined the design of the research. It provides the information on the development of the interview questions, background of the participants and steps involved in data collection and analysis. The findings of this analysis is offered in the following chapter.

31

CHAPTER 4 RESULTS

4.0 Introduction This study attempts to look at the awareness of nonverbal communication among Malaysian EIL teachers in an International School setting. This study involved 7 teachers from an international school. The background of the respondents is recorded.

All of the teachers are female from different age groups. Most of the teachers (5 out of 7 teachers) are in their 30’s, two out of seven teachers are in their 40’s. However, all of them have working experience in other public schools before this school.

Besides that, the teachers come from various educational background. Six

of the teachers have highest qualification of Bachelor Degree and the remaining 1 graduated with a Diploma. Based on the interview, only 2 out of 7 teachers were graduates from Education Programme. The rest of the teachers came from various degree programmes such as Biotechnology, Accountancy, Graphic Design and Chemistry.

All of the teachers working experience is well recorded. From the result, 2 teachers have worked for 6-8 years, 2 teachers working for 9-11 years, 2 teachers working for 12-14 years and the remaining 1 teacher working for 15 years and above. The school 32

opened in 2015. Thus, 6 of the teachers have been working for more than a year since the school first opened and only 1 working less than a year in the school. All of the teachers have worked in other public schools before. However, 5 of the teachers have worked in other profession before becoming educators and the remaining teachers have never been in other profession other than teaching.

This study is conducted to answer 3 research questions in chapter 1 which are: a) How do Malaysian EIL teachers regard the role of NVC in classroom? b) What are the most common types of nonverbal communication (eg: eye contact, hand gestures used by the EIL teachers? Class observation (see perception is what they use in class) c) What purposes do nonverbal communication serve in an EIL classroom? I.e: to gain attention, increase understanding

In order to evaluate and to find the answer for the research questions, this analysis and findings chapter will be divided into 3 sections which are: First section

: Perception of EIL teachers on the role of Nonverbal Communication in Classroom

Second section: Most common types of Nonverbal Communication used by EIL Teachers Third section : Purpose of Nonverbal Communication in an EIL classroom

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The first section is to find out on the EIL teachers’ perception regarding the role of nonverbal communication in classroom. The purpose of this study is to see whether the teachers have awareness towards nonverbal communication that they use while teaching. This will help to obtain the result to see how the teachers perceived nonverbal communication through interview session.

The second section is to look at the preference of nonverbal communication by the teachers. This section will help to evaluate whether the teachers are aware of the nonverbal communication that they use in class through classroom observation. The result gained from the classroom will then be compared with the data collected from the teachers’ interview.

The third and final section is implemented to look at the purpose of the nonverbal communication used by the teachers. The result gained from interviewing the teachers will also be compared with data gained through class observations.

4.1 Perception of EIL teachers on the role of Nonverbal Communication in classroom

4.1.1 Importance of Nonverbal Communication in Teaching The following are the responses gained by the researcher’s interview with the teachers about their opinion on the importance of nonverbal communication in teaching. 34

The following is the response from Teacher 1:

“Uhh… voice tone…voice… Voice tone and body language is important for class management; I think… Class management.... Actually when we are teaching, uhhh… to make the … uhhh… to get the pupils’ attention or to get pupils’ focus to us is uhh… we must have uhh… body language or voice of tone. For example; when they make noisy you want them to keep quiet and just raise your hand or just show number 1 and after that uhh… they know you want them to keep quiet. Or you just say “I think….” Just like that… Because the Standard 1 and Standard 2 pupils their focus is just for five to ten minutes. That’s for the highest class. When you go to the lower class, the focus just… 1 to 5 minutes only. Every 5 minutes or every 10 minutes you must change your voice tone and you must change your activity, you must do other body language to make them uhh...uhh...to take their attention until the end of the lesson.” – Teacher 1

Teacher 1 mentioned that nonverbal communication is important for class management and getting students’ attention. According to Teacher 1, this is because children have shorter attention span. Hence, it is important for the teachers to use nonverbal communication to gain their attention.


“Uhh… For kids… Primary school is quite important because uhh…they uhh… they learn uhh… we act… we show with hands and so on. We show our body language and they easy to understand.” – Teacher 2 35

Teacher 2 talked about how nonverbal communication will help students to understand better using hands and other body language.


“For me this very important because when we have body language and have voice tone the pupils will listen to us when we’re teaching.” – Teacher 3

Teacher 3 thinks that nonverbal communication is important in order for the students to listen and pay attention when the teachers are teaching.


“That’s the most important part in teaching because pupils actually look at the teacher. Sometimes they can’t understand what we say they actually understand from our body language and our voice projection is extremely important.” – Teacher 4

Teacher 4 stated that the reason my nonverbal communication is important is because the students always look at the teacher. When teaching English language, if the students do not understand what the teacher is saying, the nonverbal communication exhibited by the teacher will help the student understand the lesson.

36


“It’s very important because it’s nonverbal communication…if let’s say ummm… if you want to uh… say something to your students…yeah… sometimes they don’t understand English so you need to use your body language in order for you to make them understand.” – Teacher 5 e Teacher 5 shares the same opinion as Teacher 4. Nonverbal communication is important especially is the students do not understand English. Nonverbal communication helps to provide the students information on what the teacher is saying.

The following is the response from Teacher 6: “It’s very important because it’s nonverbal communication…if let’s say ummm… if you want to uh… say something to your students…yeah… sometimes they don’t understand English so you need to use your body language in order for you to make them understand.” – Teacher 5

Teacher 6 also has the same opinion as Teacher 4 and Teacher 5 that nonverbal communication is important to have students understand the lesson.

37


“So for me it’s very important because sometimes you want to attract the children the body language, the voice, the tone, the gestures everything really important so that the children will be like… Maybe they’re doing something else when we’re teaching so to attract their interest toward us so it is really important.”- Teacher 7

Teacher 7 also agrees with Teacher 1 by mentioning how nonverbal communication is important to regain the attention of distracted students during lesson.

4.1.2 Necessity for Teacher Awareness of Nonverbal Communication The following are the responses gained by the researcher’s interview with the teachers about their opinion teachers’ awareness of their own body language.

The following is the response from Teacher 1: “Yes... for class control…Some teachers may be aware… some teachers may be…don’t care about that” – Teacher 1

Teacher 1 stated that it is important for teachers to be aware of their own nonverbal communication for class management. However, not all teachers are aware of their own nonverbal behaviour and some are indifferent about it.

38


“Maybe? Because uhhh… to make pupils learn more in our teaching.

Not

all

teachers

lah.

Sometimes…

but…

but

spontaneously they will uhh… uhh…do the body language. Tapi tak semestinya kan? Secara…unconscious.” – Teacher 3

Teacher 2 agreed that teachers have to be aware of their own body language to make pupils learn more. She also shares the same opinion as Teacher 1 that not all teachers are aware of their own body language due to the spontaneous nature of nonverbal communication.


“Yes. I think so because uhh… uhh… we are … as a role-model in front of the class and pupils will look at us and that’s why body language is very important. What we do…What we teach… Of course. They have to (be aware) .... Because students will look at us…what we wear always. What we teach…” – Teacher 3

However, unlike Teacher 2, Teacher 3 thinks that the teachers are aware of their own body language considering the teachers’ role as an exemplary figure that the students’ learn from.

39

The following is the response from Teacher 4: T e“Yes, it is…. Ummm… teachers…teachers definitely understand body alanguage so it would be easier for students to understand…” – Teacher 4 c her 4 thinks that teachers are aware of their own body language in order for the students to understand the teachers’ lesson.


“Yes, of course. It’s very important because it will attract the students to learn to make it interesting in your lesson. Of course (we are aware). We know that it’s very important (to be aware of body language.)” – Teacher 5 T Teacher 5 thinks that being aware of nonverbal communication help the teachers to make the lesson interesting to attract the students. Teacher 5 also agrees that teachers are aware of their own body language as they know the importance.


“Uhh.. yes.… Sometimes it might get umm… it might get wrong by them. Even we’re not aware of our intonation, we’re going to say something but not in the right intonation, they will get us wrong…and the message won’t be received well…. And yes (we are aware of body language).” – Teacher 6

40

Teacher 6 agrees that teachers should be aware of their own body language as the students might misunderstood the teachers and the message will not be translated well. Teacher 6 also believes that the teachers are indeed aware of their own body language.

The following is the response from Teacher 7: T e“Yes, it’s true. Sometimes we cannot overact also. Some like…maybe the achildren will get irritated so we should know what is our limit when we use body cgestures and everything…No (we are not aware). Sometimes when we’re hteaching we’re already into the teaching. Sometimes we cannot think about it. But we should aware of ourselves lah”. – Teacher 7 Teacher 7 stated that it is important for teachers to be aware of their own body language in consideration for the children. Teacher 7 thinks that the teachers are not aware of their own body language because it happens unconsciously.

4.1.3 Teachers’ Expression Through Nonverbal Communication The following are the responses from the teachers on the way they express themselves through nonverbal communication.


“Yes, necessary…Because (what) we say and how we say (it) can make them understand…” – Teacher 1 41

Teacher 1 thinks it is necessary to be able to distinguish between negative and positive emotion through nonverbal communication in order to make the students understand what they are teaching.

Teacher 2, however did not understand the question, even after the researcher rephrased it. Hence, there is no response from Teacher 2 on that question and the interview moved on to the next question.


“Because when we are teaching about emotion, we have to show to them how are you feeling today… Are you feeling sad? We have to show it to them. Happy… Then, our body language is very important. Our face expressions… facial expressions.” – Teacher 3

Teacher 3 thinks that being able to correctly express themselves nonverbally is important when teaching the students about emotions and feelings.


“Yes. Example if…if the students answer something wrongly through the body language they get to know that their answer is incorrect and then they try to give uhhh… I mean modify their answer. Or sometimes if the teacher is angry they can look at the teachers’ body language and understand that the teacher is angry. And if they have done mistake they can actually understand through the teachers’ body language.” – Teacher 4

42

Teacher 4 thinks that teachers’ awareness on their own body language is important in order for the students to understand the teachers’ response and being able to tell if they have done something wrong or right.


“Can see the expression on their face…yeah… maybe if you’re angry you can look at their eyes look bigger so and then you can see the…where are you… you can see from the face the children I think they would know. And also the voice…the voice and the body language, right. So the movement…the movement they can look at it.”-Teacher 5

Teacher 5 thinks that through the teachers’ expression, the students could tell when the teachers’ are angry.


“Oh…okay (laughs)…Sometimes we can’t yell at pupil… we can’t yell at them. So we have to do some like expression to show that our anger, to show that we are disappointed because the kids are like… they’re like fragile, you know. Yes, very sensitive. So we have to use all these different nonverbal.”- Teacher 6 Teacher 6 thinks that the teachers need to be able to control their nonverbal expression because the children are very sensitive. Hence, the teacher should control their expression.

43

The following is the response from Teacher 7: “Umm… Not very sure… (laughs) It depends on the person also.” – Teacher 7 Teacher 7 however, are not certain about the topic and only says that it depends on the teacher.

4.1.4 Nonverbal Communication and Students’ Motivation The following are the responses from the teachers on the relations between nonverbal communication and students’ motivation.


“Actually for Year 1 students when they come to the school in January they know nothing and we must umm… practice them to understand how... how we teach. So then uhh… for the example ummm… okay, when I say ‘keep quiet’, they don’t understand what the meaning of ‘keep quiet’. So you use voice tone and you use your body language and then they know ‘quiet’ is sila diam. They don’t know because they come with many background, families and many background preschool education, right? So, some pupils don’t know English better than other pupils. So the combination of body language teaching method and voice tone is important to make them understand what we teach… Hmmm… I think depends on what you teach. For example; uhhh… you teach songs… the tone… your tone of voice is important and your body language is also important (for motivating students) uhh… the… when you teach songs or you teach uhh… greetings… based on what topic you teach.”-Teacher 1

44

According to Teacher 1, the students will notice the combination of body language as a teaching method will help to make the students understand the lesson and instruction, especially for Year 1 students who just enrolled into the school. Teacher 1 also mentioned that the importance of either voice tone and body language in motivating students depends on what topic that you teach.


(The students’ will notice) words and uhh… body language and tone of voice... All of them…. Let’s say if we’re angry at them we will show our tone of voice and we show our body language… so they will understand lah…. Yes (NVC affects motivation), but not all classes lah. Maybe for me lah. I tak garang sangat. So…takde bezanya. Especially class…last class. So, kita tunjuk body language apa pun… only for a while and then they start to do the same behaviour making noise in class. Depends on teachers rasanya sebab saya mungkin tak garang, tak buat yang teruk-teruk. So, maybe they don’t feel afraid of me lah… Based on teachers benda-benda macam tu… Cikgu yang lem- bukan lembut, yang tak marah sangat… Muka pun dia tengok bila masuk tak takut. You buat body language apa pun only for a short while jelah. They just keep on going the same problem in class. – Teacher 2

Teacher 2 stated that students will notice words, voice tone and body language to understand the teachers’ feelings. Teacher 2 also thinks that nonverbal communication affects students’ motivation but for certain types of students only. However, Teacher 2 thinks that her attitude in class is not as effective as other teachers in making sure the students pay attention to her teaching. 45


“Because I have to raise up my voice so that students will listen to me. And tone of voice… Tone of voice and body language. That’s very important for me to teach them. Yes, of course (NVC affects students’ motivation). Because when we’re teaching in the last class we have to raise our voice and make a lot of body language so that they can understand what we’re trying to teach them.” – Teacher 3

According to Teacher 3, the students notice voice tone and body language. Teacher 3 also agrees that voice tone and body language affects students’ motivation.


“It depends (either the students’ notice words, body language or voice tone) because we have variety of students. Some students they actually focus on teachers’ body language. Most of the students actually focus on teachers’ voice projection as that is the most important thing in class. Some students they actually focus on both. So it depends on us. If you look at the front classes, they actually focus more on the teachers’ voice projection. But the students in the… the… the poor students I mean…the back benchers they usually look at the teachers’ body language because sometimes they don’t understand language. So even though we use uhh… very good voice projection they don’t understand, so they tend to understand themselves by looking at teachers’ body language. Yes, it does (affects students’ motivation). It’s …It helps them to understand more… and to learn…” – Teacher 4 46

According to Teacher 4, different students focus on different NVC, either words, body language or voice tone. Teacher 4 stated that the back benchers usually looks at the teachers’ body language to gain understanding towards the lesson.


“Uhh… depends (either students notice words, body language or voice tone). If let’s say that the good classes uhh… they would understand if you just use the words you tell them, you explain to them they would understand. But for the classes that have problems in communication, they need… we need to use the body language in order to make them more understand. But actually both are very important. Or else it would be very dull in class… Of course (NVC affects students’ motivation). Because… body language… body language and tone of voice… Because as I said they would listen if you raise their voice they know that you are very serious or you are very angry or you just advising them so it depends…it depends by looking at your body expressing whether you’re using your intonation of your voice then they would get the message.” – Teacher 5

According to Teacher 5, different students notice differently (either words, body language or voice tone. Teacher 5 states that students in more advanced class would understand just by using words, but others probably require nonverbal communication to understand and make the lesson more interesting.

47


“They will notice on our tone of voice. Because like in class we have to use a different types of tone of voice. Sometimes we have to get higher sometimes we like umm… just a normal tone of voice and the kids that… when we’re talking sometimes they’re talk as well. So you have to use different types of tone of voice to attract them. Yes (body language affects students’ motivation). Because body language like we’re using good body language, right? The… uhh… the kids love to be touched, you know. They need… Attention…. They want some affection… So you have to use it…” - Teacher 6 Teacher 6 thinks that the students’ will notice the teacher’s voice tone because teachers use different tones to attract attention. Teacher 6 also thinks that body language affects students’ motivation because through body language as it could be used to build rapport with the students.


“(The students will notice) the body language, sometimes when we say ‘eat’, maybe they won’t be concentrate, when we show them how we are eating so they will remember it easier compared to the words. So the action will make them to remember the words or whatever we’re teaching better than the words, in my opinion. Uhh… yes (NVC affects students’ motivation). Sometimes maybe when we’re teaching they do something at the back. So when we use strict voice, it will be like make them to realise they’re doing something wrong. So it is important…” - Teacher 7 48

Teacher 7 stated that the students will notice teacher’s body language. Using body language, it would be easier to make the students remember new words. Teacher 7 also thinks that nonverbal communication affects students’ motivation to bring back the students’ attention to the teacher teaching in class.

4.2 Most common types of Nonverbal Communication used by EIL teachers Classroom observation was done by the researcher in order to collect data for the second research question; 

What are the most common types of nonverbal communication (eg: eye contact, hand gestures used by the EIL teachers?

The data collected from the observation is compared to the data from the interview to evaluate the teachers’ understanding and awareness of their own nonverbal communication. The researcher counted the frequency of the observable nonverbal behaviour in the recorded classroom observation and made some remarks. The number of students and topic of the day was also noted by the researcher.

Below is the table that summarise the percentage of nonverbal communication used in the classroom from all 7 participants:

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Table 4.0: Classroom observation data NVC Teachers Loud voice Quiet voice Frown Smile Raise eyebrow Shake head Nod Eye contact (gen) Eye contact (specific) Walk around Touch Gestures

T1

T2

T3

T4

T5

T6

T7

F

%

F

%

F

%

F

%

F

%

F

%

F

%

25 19 6 3 16

17.24 13.1 4.13 2.07 11.03

15 5 2 3 6

22.73 7.58 3.03 4.55 9.09

28 10 5 6 2 7 17 44

13.46 4.81 2.4 2.88 0.96 3.37 8.17 21.15

34 11 1 1 21

26.98 8.73 0.79 0.79 16.67

10 13 3

18.52 24.07 5.56

15 1 1 18

16.3 1.09 1.09 19.57

19 3 2 20

21.84 3.45 2.3 22.99

31

21.38

14

21.21

30

14.42

19

15.08

8

14.81

19

20.65

20

22.99

4 6 35

2.76 4.14 24.14

7 2 12

10.61 3.03 18.18

10 49

4.81 23.56

15 2 22

11.9 1.59 17.46

12 8

22.22 14.81

3 35

3.26 38.04

3 20

3.45 22.99

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Teacher 1 Based on the table 4.0, Teacher 1 used mostly hand gestures during her lesson with frequency of 35 (24.14%). This is followed by eye contact to a specific student with frequency of 31 (21.38%), loud voice 25 (17.24%) and quiet voice 19 (13.1%). The rest are general eye contact with frequency of 16 (11.03%), touch frequency of 6 (4.14%), smile frequency of 6 (4.14%) and walking around the classroom with frequency of 4 (2.76%). Nodding with frequency of 3 (2.07%) is the least NVC used by Teacher 1. Apart from that, the researcher was not able to detect frown, raise eyebrow and shake head from Teacher 1.

Teacher 2 Teacher 2 used mostly loud voice during her lesson with frequency of 15 (22.73%). This is followed by eye contact to a specific student with frequency of 14 (21.21%), hand gesture with frequency 12 (18.18%) and walking around with frequency 7 (10.61%). The rest are general eye contact with frequency of 6 (9.09%) and quiet voice with frequency of 5 (7.58%). Shake head and touch with same frequency of 2 for each NVC and a remaining 6.06% and are the least used by Teacher 2. Apart from that, the researcher was not able to detect frown, raise eyebrow and smile from Teacher 2.

Teacher 3 Based on the table 4.2 above, Teacher 3 used mostly hand gestures during her lesson with frequency of 49 (23.56%). This is followed general eye contact with frequency of 44 (21.15%), eye contact with specific student with frequency 30 (14.42%) and loud voice with frequency 28 (13.46%). The rest are nod with frequency of 17 (8.17%), touch and quiet voice with frequency of 10 (4.81%) each, followed by head shake with frequency of 7 (3.37%), smile with frequency of 6 (2.88%) and frown with frequency of 5 (2.4%). The least

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NVC used by Teacher 3 is eyebrow raise with frequency of 2 (0.96%). However, Teacher 3 did not walk around the class, unlike Teacher 1 and Teacher 2.

Teacher 4 Teacher 4 used mostly loud voice during her lesson with frequency of 34 (26.98%). This is followed by hand gestures with frequency of 22 (17.46%), general eye contact with frequency 21 (16.67%) and eye contact with specific student with frequency 19 (15.08%). The rest are walk around with frequency of 15 (11.9%), quiet voice with frequency of 11 (8.73%), followed by touch with frequency of 2 (17.46%). The least NVC used by Teacher 4 are frown and smile with frequency of only 1 (0.79%) each. The researcher was not able to detect eyebrow raise, head shake and nodding from Teacher 4 class observation.

Teacher 5 Teacher 5 used mostly quiet voice during her lesson with frequency of 13 (24.07%). This is followed by walking around the classroom with frequency of 12 (22.22%), loud voice with frequency 10 (18.52%) also hand gesture and eye contact with specific student with frequency 8 (14.81%) each. The least NVC used by Teacher 5 was general eye contact with frequency of 3 consisting 5.56% during the lesson. The rest; frown, smile, head shake and nod are NVCs that Teacher 5 did not exhibit during the lesson.

Teacher 6 Teacher 6 used lots of hand gestures during her lesson with frequency of 35 (38.04%). This is followed by eye contact with specific student with frequency

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of 19 (20.65%), general eye contact with frequency 18 (19.57%), loud voice with frequency 15 (16.3%). There is a significant difference between the previously mentioned NVCs and walk around the class with frequency of 3 (3.26%). The least NVC used by Teacher 6 are smile and nod with frequency of 1 each and a total of remaining 2.18% (1.09% each) during the lesson. The rest; frown, quiet voice, head shake, raise eyebrow and touch are NVCs that Teacher 6 did not exhibit during the lesson.

Teacher 7 Teacher 7 used mostly hand gestures and both general and specific eye contact during her lesson with frequency of 20 each comprising a total of 69.97% (22.99% for each) of the lesson period. This is followed by loud voice which is slightly less than the previous three NVC with with frequency of 19 (21.84%). There is a significant difference between the previously mentioned NVCs and walk around the class and quiet voice with frequency of 3 each and total of 6.90% for both NVC. The least NVC used by Teacher 7 is nodding head with frequency of 1 which only consisted of 2.3% of the overall NVC exhibited during the lesson. The rest; frown, smile, raise eyebrow, head shake and touch are NVCs that Teacher 7 did not exhibit during the lesson.

Below is the summary of figure that explain table 4.1 regarding the differences in observable nonverbal communication among the teachers.

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Figure 4.0: Classroom observation data

Percentage (%)

Observable Nonverbal Communication (%) 40 35 30 25 20 15 10 5 0

T1 T2 T3 T4 T5 T6 T7

Loud voice

Quiet voice

Frown

17.24 22.73 13.46 26.98 18.52 16.3 21.84

13.1 7.58 4.81 8.73 24.07 0 3.45

0 0 2.4 0.79 0 0 0

Smile

Raise eyebrow

Shake head

4.13 0 2.88 0.79 0 1.09 0

0 0 0.96 0 0 0 0

0 3.03 3.37 0 0 0 0

Nod

Eye contact (gen)

Eye contact (specific)

Walk around

Touch

Gestures

2.07 4.55 8.17 0 0 1.09 2.3

11.03 3.09 21.15 16.67 5.56 19.57 22.99

21.38 21.21 14.42 15.08 14.81 20.65 22.99

2.76 10.61 0 11.9 22.22 3.26 3.45

4.14 3.03 4.8 1.59 0 0 0

24.14 18.18 23.56 17.46 14.81 38.04 22.99

Observable NVC T1

T2

T3

T4

T5

T6

T7 54

4.3 Purpose of Nonverbal Communication in an EIL classroom The following are the responses from the participants gained from the interview on the purpose of nonverbal communication in an EIL classroom.

4.3.1 Raise eyebrow The following is the response from Teacher 1: “No. Never. Because I… takde pun habit tu (laughs)” – Teacher 1

Teacher 1 claimed she does not have the habit of raising her eyebrows.

The following is the response from Teacher 2: “I tak boleh sebab… I bukannya… I tak macam Ziana Zain. Tak nampak kan?” – Teacher 2

Just like Teacher 1, Teacher 2 also claimed that she cannot do the same thing (raise eyebrow).

The following is the response from Teacher 3: “Never…Because I don’t think it is necessary for me to…” – Teacher 3

Teacher 3 stated that she never raise eyebrow at her students because she did not think it is necessary.

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The following is the response from Teacher 4: “I don’t remember… Probably… I’ve done that but don’t remember…. I don’t usually do that.” – Teacher 4 Unlike the first three teachers, Teacher 4 did not seem to remember either she did raise her eyebrows at the students or not.

The following is the response from Teacher 5: “It’s my natural expression.” – Teacher 5

Teacher 5, however stated that the habit of raising eyebrows is her ‘natural expression’.

The following is the response from Teacher 6: “Sometimes when I get angry I will raise my eyebrow but sometimes they don’t understand why I did that. They don’t get it.” – Teacher 6 Just like Teacher 5, Teacher 6 also raises her eyebrow at her students.

The following is the response from Teacher 7: “Uhh…yes… sometimes…Sometimes when they’re asking questions, or they make noise in the class…ummm… mostly like that lah… Maybe when they’re questions, I want to make sure they’re asking the question. What actually they’re asking… the children.” – Teacher 7 Teacher 7 mentioned that she raise her eyebrows to ask for confirmation from her students. 56

4.3.2 Touch The following is the response from Teacher 1: “Touch… Sometimes. And I touch for…Sometimes because I want to reward them…ummm…or… I… I …because I want to make them sit. Just touch and say ‘sit’.” – Teacher 1

Teacher 1 said that she touches her students to reward them or to make them listen to her instruction.

The following is the response from Teacher 2: “Sometimes. Not all…When they feel sick, they come to us say “I’m not feeling well”. Maybe ah… sometimes they didn’t do their homework, their works… I feel angry so we touch lah…” - Teacher 2

Contrary to Teacher 1, Teacher 2 uses touch to punish her students or only if the students are unwell.

The following is the response from Teacher 3: “Yeah… Sometimes… I just want to show them how to write. Penmanship, you know? Yeah… How to write the words and some of the students didn’t know how to do because of the last class and the other children, they really need our attention to write, to read. So, we have to touch them.” – Teacher 3 Teacher 3 touches her students when she teaches them on penmanship by guiding their hands on how to write letters.

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The following is the response from Teacher 4: “It depends on the situation. If ummm…they have done good job maybe I pat their shoulder but otherwise I don’t touch. It depends…umm… usually if they have done a good job then patting is…patting on their shoulder… I don’t think so… Patting… girls… I don’t …. I don’t differentiate whether it’s female…whether it’s a girl or a boy. It’s something which is…. I think patting shoulder is something common among teachers.” – Teacher 4

Teacher 4 touches her students to reward them by patting them on their shoulder.

The following is the response from Teacher 5: “No…Because I have kids and I know they don’t like to be touched. And then I don’t think I have to use uhh… touching to make them understand I don’t have to use that. They will understand because of my voice, by expression.” – Teacher 5

Unlike other participants, Teacher 5 does not touch her students because according to her, kids don’t like to be touched. She gained that understanding through her experience as a mother.

The following is the response from Teacher 6: “Yes…I believe that… umm…touch…our touch can calm them. Sometimes ummm…the kids will come everyday…. So we have to…(mimics) ‘be good boy’, ‘be good girl’, ‘you’re so good’… Yes… And the touch can come uhh…compliment…” – Teacher 6 Teacher 6 touches her students because she believes touch can calm the students and she usually accompanies it with compliments. 58


“If girls yes… If boys…very seldom…Sometimes like the girls are very sensitive and they don’t understand when we talk to them harshly they like…feel very sensitive. So it’ll make them very sad. So when pat them, tell them nicely then it’ll be easier for them…they feel comfortable with them. I feel in that way lah. Boys… whatever you do also it’s the same lah. (also).” -Teacher 7

Teacher

touches her students. However, unlike other participants she

mostly touches female students. According to Teacher 7, female students are very

sensitive

and

communicating

with

them

requires

nonverbal

communication in order to build rapport.

4.3.3 Eye contact The following is the response from Teacher 1: “Yes. Because when you have the eye contact so that means the lesson occur.” – Teacher 1 Teacher 1 made eye contact with her students because it means that the lesson occurs.

The following is the response from Teacher 2: “Yes. Because sometimes they talk in the classroom so when we stare at the pupils, they will keep quiet. That’s the eye contact.” – Teacher 2 Teacher 2 made eye contact with her students to gain their attention when they are talking during her lesson.

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The following is the response from Teacher 3: “Yeah… of course. Because we want to speak with other people we also have to look at their eyes, right. Same goes with the students… Students…they will pay attention to me.” – Teacher 3 According to Teacher 3, she made eye contact with her students to ensure proper verbal communication.

The following is the response from Teacher 4: “Yes. It’s very important because we can understand and can look at the child and ummm…. when they look at us that means they’re concentrating and focusing on what the teacher says. If we don’t have eye, contact it a bit difficult for us to communicate with the kids.” – Teacher 4

Teacher 4 made eye contact with her students to ensure that they are focusing and to ensure effective communication with the students.

The following is the response from Teacher 5: “Of course. It’s very important so that they know that we are talking to them. Yeah… We’re talking to them and we pay attention to them. We want them to give attention to us, so they can uhh…we can get their concentration in class. So we have to look at their eyes. When we talk we have to look at their eyes.” – Teacher 5 Teacher 5 said it is important to establish eye contact to get the students’ attention and to maintain their concentration in the lesson.

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The following is the response from Teacher 6: “Yes, it is important so they ha-... They’ll know that we’re talking to them. We ‘catch’ them (their attention) …” – Teacher 6 Teacher 6 thinks it is important to establish eye contact with the students to grab their attention.

The following is the response from Teacher 7: “Yes, we have to look into the eyes of the children. It means we are confident when we’re teaching it means I myself is not confident in my teaching.” – Teacher 7 According to Teacher 7, she made eye contact with her students to ensure confidence in her teaching.

4.3.4 Hand gestures The following is the response from Teacher 1: “I use hands a lot. (laughs) …To point…to point the students to answer the questions, to point the students uhh… that make noisy or to others work…” – Teacher 1

Teacher 1 stated that she uses hand gestures mostly to point at the students either to answer question or the ones that do not pay attention during the lesson.

The following is the response from Teacher 2: “To ‘’me, not so much. Saya tak… gestures saya jarang-jarang lah. Biasa-biasa je. Tak ketara lah. Normal. Yang biasa. Yang basic.” – Teacher 2

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According to Teacher 2, she did not use much hand gestures during her lesson.

The following is the response from Teacher 3: “Seldom... For me to show what I’m trying to teach them, the lesson…Yeah… to explain more about the lesson.” – Teacher 3

Teacher 3 seldom use hand gesture in class. She only uses it for explaining the lesson.

The following is the response from Teacher 4: “Umm… in the situation where they don’t understand then we use hand gestures to umm… actually to make them understand what we are saying. Sometimes to help them in lesson. Yeah. Most of the time to ensure that they understand what we are teaching in class.” – Teacher 4

Like Teacher 3, Teacher 4 uses hand gestures to help the students understand the lesson.

The following is the response from Teacher 5: “Yes…To make it interesting so that they won’t feel …uhhh… they won’t feel…. They will enjoy... they will enjoy…” – Teacher 5 Teacher 5 uses hand gestures to make the lesson more enjoyable.

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The following is the response from Teacher 6: “Hand gestures? (ponders) Yes…I don’t know how to say… Is it important because it’s going naturally…?” – Teacher 6 Unlike other participants, Teacher 6 said she uses hand gestures but does not know its significance.

The following is the response from Teacher 7: “Hand gestures sometimes when we doing something like group work like clapping or maybe any sounds like uhh…snap my fingers or whatever it would like make them alert. So timeout for their activity so we have to move on to the next activity.” – Teacher 7

Teacher 7 uses hand gestures to make the students alert.

4.3.5 Smile The following is the response from Teacher 1: “Smile… Depends on what topic you teach…Topic… uhh…uhhh… For the one lesson…one-hour lesson uhh… you start …. Actually I not start with smile first when you come…depends on the mood of students when we get the uhh…good feedback and we do songs or we do play games…like that… I can smile.” – Teacher 1 Teacher 1 smiles to her students when she gets good feedback from the students or when doing fun activities.

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The following is the response from Teacher 2: “Sometimes. Smile? Not all lah. First class, maybe. Kelas pandai, kan? Last class masuk pun you have to…Yes (smiling is important) …So people maybe feel comfortable, very near to us and don’t feel afraid with us.” – Teacher 2 Teacher 2 only smiles when she teaches in the advanced classes. Teacher 2 thinks that smiling is important to make the students feel comfortable.

The following is the response from Teacher 3: “Yeah, of course…To praise the students. Sometimes I smile at them and they smile back to me...” – Teacher 3 Teacher 3 smiles at her students to praise them and the students reciprocate her smile.

The following is the response from Teacher 4: “Yes… it is very important to smile because the students actually …. When we smile when we enter the class we smile then they actually feel happy, more comfortable with the teacher.” – Teacher 4 Teacher 4 smiles at her students to make her students feel happy and comfortable with her.

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The following is the response from Teacher 5: “Of course. If you don’t smile at them they will think that you don’t like them. They will think that you are fierce and arrogant and you are not friendly. So teachers you need to be friendly… you make… you have to make them feel that they are safe with you so that’s why you have to smile at them. Make them comfortable.” – Teacher 5

Like Teacher 2 and Teacher 4, Teacher 5 smile to her students to be friendly and to make them feel safe and comfortable.

The following is the response from Teacher 6: “Yes…. Smile is very important so that they won’t be afraid of us, they will come to us and ask us if they don’t understand about things. So we have to be gentle to them. Smile!” – Teacher 6 According to Teacher 6, smiling is important for the students to be comfortable especially when the student have questions to ask the teacher.

The following is the response from Teacher 7: “Yes…. Because it will make them like happy lah. So teacher is happy it will make them…the atmosphere happier. If I just make my face stern every time, they also won’t feel happy to study.” – Teacher 7 Teacher 7 smiles to her students to create a happier atmosphere for the lesson.

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4.3.6 Walk around the classroom The following is the response from Teacher 1: “Yes. When I teaching…1 hour teaching I walk around the class. Always walk…To make sure all students focus...” – Teacher 1 Teacher 1 walk around the classroom to ensure students’ focus.

The following is the response from Teacher 2: “Yes. Because we want to see what the pupils at the back are doing. Maybe they are playing at the back…talk with their friends…doing other things playing with something under the drawer.” – Teacher 2

Teacher 2 walks around the classroom to check on the students.

The following is the response from Teacher 3: “Yes… I just want to look at their work and help them do their work.” – Teacher 3 Teacher 3 walk around the class to help the students do their work.

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The following is the response from Teacher 4: “Yes. It’s a common thing I do in each and every class. I move around so that uhh… all the students actually they are aware that the teacher is focusing on all of them and umm… if I just stand still at one place maybe the kids at the back will be doing their own thing so they won’t be focusing. So moving around the class is actually looking at each and every child and ensuring that they understand what is going on in the class. To attract their attention.” – Teacher 4 Teacher 4 walk around the class to make sure that the students’ are aware of her presence. According to Teacher 4, walking around also ensures their understanding and maintaining their attention.

The following is the response from Teacher 5: “Yes. So that they will pay attention or else they will play at the back.” – Teacher 5 Teacher 5 walks around the classroom to ensure that the students’ are paying attention.

The following is the response from Teacher 6: “Yes, we have to. Uhh… so that they will do their work. We can monitor them… uhh… like one-by-one coaching.” – Teacher 6 Teacher 6 walks around the class to monitor her students, especially if they have trouble completing the assigned task.

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The following is the response from Teacher 7: “Yes. Because I want to see if they’re doing their work or they’re just chatting or they’re just doing something else so when I make sure whatever I’ve taught them so they’re implementing it lah during the exercise.” – Teacher 7 Teacher 7 walks around the classroom to ensure that the students are doing their task.

4.3.7 Tone variation (voice) The following is the response from Teacher 1: “(I speak loudly) To take their focus…Speak softly when I want…when I scold… scold some pupils when I want to motivate them so when you scold… and you… yeah why you tell why you scold… Why you want them to be good…like that…” – Teacher 1

Teacher 1 speaks loudly to maintain the students’ focus and speak softly when she is motivating them, advising or scolding them.

The following is the response from Teacher 2: “When the class quiet, they pay attention I speak softly if they are making noise I have to raise my voice. “– Teacher 2 Teacher 2 speaks loudly if the students are noisy and speaks softly when the students are paying attention.

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The following is the response from Teacher 3: “Loud voice is to make them pay attention to me…Softer voice to…uhh… when I praise them…” - Teacher 3 Teacher 3 uses loud voice to gain attention from the students and softer voice when she praises them.

The following is the response from Teacher 4: “Sometimes to compete with the voice from the next classes. Or what the noises outside the classroom. Sometimes to emphasise certain things that’s when I use loud voice. Certain times, yes (I speak softly) ….like maybe advising them or ummm… when I have a one-to-one communication with them after I correct their books so I go through with them their mistakes. So that’s the time I talk softly in class.” – Teacher 4 Teacher 4 speaks loudly to compete with the noises from outside the classroom. Teacher 4 only speak softly at certain times such as when she is advising the students or during one-to-one covnersation with a student.

The following is the response from Teacher 5: “I… I always speak loudly. I always speak loud because I want them to listen to me. If I speak very slow they would not listen to me and the class is very noisy as you can hear now. So that’s why it’s important for me to raise my voice or else they would not listen.” – Teacher 5

Teacher 5 stated that she only speaks loudly in class because she wants her students to pay attention and because other classes are also very noisy.

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The following is the response from Teacher 6: “When they’re being noisy, then I speak loudly to grab their attention. And then, I will tone down.” – Teacher 6 Teacher 6 speaks loudly is the students are being very noisy and she only soften her voice when the students settle down.

The following is the response from Teacher 7: “Sometimes when they’re not concentrating on my teaching so I speak loudly. So when I saw them really interested in the topic and listening to me and not doing anything else and I will talk softly.” – Teacher 7 Teacher 7 speaks loudly to get the students to concentrate and only speak softly when she already got their attention.

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CHAPTER 5 DISCUSSION

5.0 Introduction

This chapter will discuss the findings in chapter 4 based on the evaluation of the interview and observation conducted by the researcher. This chapter is focused to discuss the 3 research questions implemented which are: a) How do Malaysian EIL teachers regard the role of NVC in classroom? b) What are the most common types of nonverbal cues (eg: eye contact, hand gestures) used by the EIL teachers? c) What purposes do nonverbal communication serve in an EIL classroom? I.e: to gain attention, increase understanding

This chapter will also discuss recommendation on future research that is hoped to be done in future. From the discussion prepared in this chapter, conclusion will be made.

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5.1 Research Question Revisited

5.1.1 Research Question One

a) How do Malaysian EIL teachers regard the role of NVC in classroom?

The first research question sought to examine the perception of nonverbal communication between the participants to see whether they are aware of the importance of nonverbal communication in classroom.

The discussion towards the first research question will be following the result obtained in chapter 4 after the analysis of the interview. This section of the interview is separated into four themes. i)

Importance of Nonverbal Communication in Teaching

ii)

Necessity for Teacher Awareness of Nonverbal Communication

iii)

Teachers’ Expression Through Nonverbal Communication

iv)

Nonverbal Communication and Students’ Motivation

Below is the result obtained from the interview on the perception of nonverbal communication among the teachers.

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i)

Importance of Nonverbal Communication in Teaching

Based on the interview, Teacher 1 and Teacher 3 mentioned that nonverbal communication is important for class management and getting students’ attention. According to Teacher 1, this is because children have shorter attention span. However, Teacher 2, Teacher 4, Teacher 5 and Teacher 6 stated that nonverbal communication is important in helping the students understand the English language. This is because in an international classroom, the students are from various education background. Race and nationality. Not every student understands English language. Some of the students came from countries where English is a foreign language. In order to accommodate to the latter students, various use of nonverbal communication is required to properly express the idea or lesson that the teacher is trying to teach to the students.

One of the functions of nonverbal communication is as illustrators – nonverbal communication that relates directly with words (A Primer on Communication Studies, 2012). Nonverbal communication is used to reinforce verbal communication (Hartman, n.d). For instance, if the teacher shows how big or small something is with hand movements. The combination of verbal and nonverbal communication in the EIL classroom can make it easier for learners to remember new words or grammatical structures (Surkamp, 2014). Language learning is more effective with nonverbal communication in order to guide students to infer what the teacher is saying (WongFillmore, 1985).

Teacher 1 and Teacher 3 mentioned that nonverbal communication is important in class management. “Non-verbal communications can help the teacher control the whole class...to encourage the good performance of the students and also restrain their bad deeds.” (Nonverbal Communication in Foreign Language Classroom, n.d). This shows that nonverbal communication is a useful method to manage classroom.

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i)

Necessity for Teacher Awareness of Nonverbal Communication

Based on the interview, Teacher 1 and Teacher 2 thinks that not all teachers are aware of their own nonverbal communication. Teacher 3, Teacher 4, Teacher 5 and Teacher 6 agrees think that all teachers are aware of their own nonverbal communication. However, only Teacher 7 thinks that teachers are unaware of their own nonverbal communication. Galloway (1966) stated that most teachers are unaware of the effects of nonverbal communication that they display during lesson. The reason for Teacher 1, Teacher 2 and Teacher 7’s opinion on nonverbal awareness is due to the characteristic of nonverbal communication itself. According to Hahn, Lippert and Paynton (2011) in their book Survey of Communication Study, mostly the usage nonverbal communication is unconscious.

Nonverbal communication is vital to everyday interaction. Mehrabian and Ferris (1967) found that 93% of our social meanings consisting of nonverbal communication. Various studies (Harris, 2002; Negi, 2009) emphasised the importance of nonverbal communication. However, Hence, nonverbal communication is an important element in teaching profession as it involves the teachers to be strategic communicators. “If the teachers’ non-verbal behaviours are positive students enjoy the lecture and highly motivated to the teacher and the subject matter” (Janak Singh Negi, 2009). Teacher 3 stated that teachers should be aware of their own nonverbal communication because the students always look at them as examples to follow suit. According to Kohl (2015) teachers are role models that help the students to develop behavioural skills to be used in their lives. Hence, Teacher 3 is correct on why the teachers should be aware of their own nonverbal communication in order to set a good example towards future generation.

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ii)

Teachers’ Expression through nonverbal communication

Based on the interview, Teacher 1 said it is important to distinguish emotions nonverbally for the students to understand the lesson. Teacher 6 said it is important to control our emotion nonverbally because of the sensitive nature of children.

The saying “Actions speak louder than words” refers to people’s nonverbal communication. One of the function of nonverbal communication is to “help people make accurate judgments about thoughts, feelings and intentions of other people” (Nonverbal Communication, n.d). It is important for the teachers to be considerate of others before his/herself. Teachers have to be able to control emotion especially when dealing with children. If the emotion is not controlled, then the teaching and learning process will be disrupted. Hence, teachers have to be able to remain calm and professional in all situation.

Teachers have to be able to utilise various nonverbal skills in order to communicate better with students. Skilled nonverbal communicators are more likely to be able to create rapport with others due to attention-getting expressiveness warm initial greetings and an ability to get ‘in tune’ with others, which conveys empathy” (A Primer on Communication Studies, 2012). Building connection with students through proper emotional expression is important to maintain healthy student-teacher relationship.

iii)

Nonverbal communication and students’ motivation

According to Teacher 1, body language helps students understand better. Teacher 2 and Teacher 4 mentioned that different students focus on different nonverbal communication. According to Teacher 5, students in advanced class only requires teachers’ words to motivate them. For the back-benchers, however, the teachers have

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to use various nonverbal communication in order for the lesson to be interesting for the students. Nonverbal communication is also known to provide more enjoyable learning and to gain learners’ attention. Kusanagi (2003) reported in his study that 19 of 35 learners said that the teacher’s gestures are relaxing. Studies also found that the teacher’s gestures were stimulating and fun (Allen, 2000; Kusanagi, 2003). Toyama (1993) and Kita (2000) mentioned in their studies that gestures build positive rapport between the people involved in communication process. Zeki (2009) mentioned that “non-verbal communication can be an important source of motivation and concentration for students’ learning as well as a tool for taking and maintaining attention.”

5.1.1.1 Conclusion From the above discussion, the researcher found that the level of awareness of nonverbal communication among the teachers are high. This is probably because the teachers are very experienced and mostly implement nonverbal communication in their lesson. Hence, they realised its importance.

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5.1.2

Research Question Two

b) What are the most common types of nonverbal cues (eg: eye contact, hand gestures) used by the EIL teachers?

The second research question evaluate on the most common types of nonverbal cues used by EIL teachers. This is to look at the participants’ preferences in nonverbal communication.

To discuss upon this second research question, the data gained from classroom observation is analysed. From the researcher observation, referring to the data gained in chapter 4, the most used NVC is hand gesture by teacher 6 with 38.4%. Other teacher who also mostly used hand gestures during lesson; Teacher 1 (24.14%), Teacher 3 (23.56%) and Teacher 7 (22.99%). The rest of the teachers’ hand gestures are not used mostly in class with Teacher 2 (18.18%), Teacher 4 (17.46%) and Teacher 5 (14.81%). Hand gesture is a nonverbal communication highly related to one of the functions of nonverbal communication as illustrators – nonverbal communication that relates directly with words (A Primer on Communication Studies, 2012). Nonverbal communication is used to reinforce verbal communication (Hartman, n.d). Hence, the reason why hand gestures has the highest percentage.

The remaining teachers mostly used other NVC during lesson. Teacher 4 usage of loud voice is the second highest NVC after hand gestures from Teacher 6. Teacher 2 and Teacher 4 mostly used loud voice with Teacher 2 at 22.73% and Teacher 4 at 26.98%. Teacher 7 used third highest percentage of loud voice after Teacher 4 and Teacher 2 with 21.84%. The percentage of loud voice usage during observation is then followed by Teacher 5 (18.52%), Teacher 6 (16.3%), Teacher 1 (17.24%) and the least is by Teacher 3 with only 13.46%. Loud voice is one of the most important nonverbal

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communication that is used to gain attention as teachers need to be audible throughout the whole class for every student in class to learn (Roy & Tanner, 2013).

Teacher 5 usage of quiet voice is the highest out of all the seven teachers with 18.57%. However, Teacher 5’s use of quiet voice has a big difference with other teachers with the exception of Teacher 6 as she did not use quiet voice throughout the lesson. The percentage of quiet voice usage from Teacher 5 is followed by Teacher 1(13.1%), Teacher 4 (8.73%), Teacher 2 (7.58%), Teacher 3 (4.81%) and Teacher 7 (3.45%). This is due to the fact that one-on-one communication happens when a teacher is with a student. Therefore, loud voice is not required in the conversation.

The usage of eye contact with a specific student among the teachers vary with not much difference. The highest was exhibited by Teacher 7 with 22.99. It is followed closely by Teacher 1 (21.38%), Teacher 2 (21.21%) and Teacher 6 (20.65%). The rest is followed by the remaining three teachers with slight variation among them; Teacher 4 (17.46%), Teacher 5 (14.81%) and Teacher 3 (23.56%). One of the most important communication technique in class for teachers is making eye contact with a student (Dyrenforth, 2014). Eye contact is a sign of truth and truthfulness in nonverbal communication (Knapp & Hall, 2007).

General eye contact mostly used by Teacher 7 (22.99%) closely followed by Teacher 3 (21.15%), Teacher 6 (19.57%) and Teacher 4 (16.67%). It is then followed with a big difference with Teacher 1 (11.03%), Teacher 5 (5.56%) and Teacher 2 (9.09%). Eye contact functions in establishing a authority as a teacher in the classroom (Ledbury, White & Darn, 2004).

Teacher 5 is the teacher who walked around the most during lesson compared to other teacher with 22.22%. She is then followed other teachers with a big difference in their 78

percentage. Teacher 5 is followed by Teacher 4 (11.9%), Teacher 2 (10.61%), Teacher 7 (3.45%), Teacher 6 (3.26%) and Teacher 1 (2.76%). Teacher 3 did not walk around the class during the lesson. According to a website called Pedagogy Ideas, walking around is the method to check on students’ progress and understanding.

Nod is only displayed by 5 out of 7 teachers with the highest by Teacher 3 (8.17%) followed by Teacher 2 (4.55%), Teacher 1 (2.77%), Teacher 7 (2.3%) and Teacher 6 (1.09%). Teacher 4 and Teacher 5 did not display this NVC during the observation. According to Bunglowala & Bunglowala (2015) nod indicates praise or approval which is important to the students to know whether they are correct or wrong.

Smile, touch, head shake, frown and raise eyebrows are the least used NVC with each teacher used them less than 5% during the observation and some of the NVC were not displayed at all. The smile is only exhibited by Teacher 1 (4.13%), Teacher 3 (2.88%) and Teacher 6 (1.09%) and the least by Teacher 4 (0.79%). Touch is displayed by 4 out of 7 teachers; the highest by Teacher 3 (4.81%) followed by Teacher 1 (4.14%), Teacher 2 (3.03%) and the lowest from Teacher 4 (1.59%). Head shake is only displayed by 2 out of 7 teachers; Teacher 3 (3.37%) and Teacher 2 (3.03%). Frown displayed only by two teachers namely Teacher 3 (2.4%) and Teacher 4 (0.79%). Raising eyebrow is the least overall NVC displayed only by Teacher 3 with only 0.96%.

5.1.2.1 Conclusion The teachers have strategic amount of nonverbal communication. Hand gestures with the highest percentage is indeed highly used among people of all ages and occupation as it is something that occurs very naturally. Hand gestures are extremely useful for people to explain information that are sometimes not properly translated in words.

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However, other nonverbal communications are equally important and its functions should not be taken for granted.

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5.1.3

Research Question Three

c) What purposes do nonverbal communication serve in an EIL classroom? I.e: to gain attention, increase understanding

The last research question sought to examine the purpose of using nonverbal communication among the participants. In the second part of the interview, the teachers responded on the functions of the common nonverbal communication during their lesson.

Hand gestures is used mostly as gestural prompts, illustrating concepts and regulators during lesson (A Primer on Communication Studies, 2012). All of the teachers have shown some form of hand gestures during the observation. However, when the researcher asked the participants during the interview on the function of hand gestures, most of the teachers answered differently. However, Teacher 2 and Teacher 6 were not able to answer the question as they do not know the significance of hand gestures in the classroom. Despite not knowing the function, Teacher 6 exhibited the highest percentage of hand gestures with 38.04%. During Teacher 6’s classroom observation, she mostly uses hand gestures to illustrate concepts and explain lesson. Hand gesture is also one of the mostly displayed nonverbal communication during the Teacher 2 classroom observation with 18.18%. This is probably because of the nature of nonverbal communication which is unconscious to people (Hahn, Lippert & Paynton, 2011). Just like Teacher 6, she also uses it to illustrate and explain lessons. Aside from illustrating, other teacher also mentioned other functions of hand gestures. Teacher 1 uses hand gestures as gestural prompts and gaining attention from students, Teacher 5 uses gestures to make lesson more enjoyable. The rest of the participants; Teacher 3, Teacher 4 and Teacher 7 uses hand gestures to explain and illustrate lesson just like Teacher 2 and Teacher 6.

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Another nonverbal communication that is displayed by all participants is voice tone variation. According to Darn (2005), voice tone variations is used to accent words and used often in classrooms. All of the teachers said they use various voice tones when teaching except for Teacher 6 as she said she only use loud voice all the time during lesson. According to Teacher 6, this is because she wants to compete with noise from the outside in order for the students to be able to hear her. Even during observation, she only uses loud voice which it 16.3% and did not use softer voice at all. This is because the students were very noisy during the time of observation and there was a construction activity going on nearby. All of the teachers said that they use loud voice to gain attention from the students especially those who are doing other things while the teachers teach in front. However, the teachers also use soft voice and they used it mostly for one-on-one conversation with student.

Eye contact is also extremely important in interaction, especially in the classroom between teacher and student. Ruland (2015) stated that eye contact is important in building rapport and trust between student and teacher. Eye contact also helps establish a presence in the classroom and reinforces the importance of the teacher’s message (Hodge 1971). All of the teachers made eye contact with the students both general or when with a student. Teacher 5, Teacher 6 and Teacher 7 said during the interview that eye contact is very important during lesson. However, their interview response has been inconsistent with the data gained from the observation as they either only made eye contact with a student when calling out names, giving feedback when marking a student book or to reprimand a student. The rest of the participants however stated that eye contact is mostly for gaining attention, ensure effective communication and lesson. Their statement matches the data gained from observation. However, Teacher 2 and Teacher 5 displayed low amount of eye contact during the observation. This is because the activity in the classroom at that time involves students doing their own exercise in the textbooks. Hence, most of the students are focused on their work instead of looking at the teacher. For Teacher 2 and Teacher 5, eye contact mostly occurs when the teachers gave one-on-one feedback on the students’ work.

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Walking around the classroom is another nonverbal communication that is commonly used by teachers. According to the website, Pedagogy Ideas, walking around the classroom is used to keep the students alert and focused during lesson. Three out of seven teachers (Teacher 1, Teacher 3 and Teacher 5) said that they walk around the classroom to make their presence known in the class and to ensure the students’ focus. Their statement is consistent with the data gained from the observation and Teacher 5 has the highest percentage of 22.22%. This is because, Teacher 5 monitors the students’ progress as they all read a story together. However, Teacher 1 has the lowest percentage with only 2.76% because most of the time she mostly sits at the table to mark the students’ work and giving one-on-one feedback. This is the same as Teacher 6 and Teacher 7 who have less than five percent amount of walking around and Teacher 3 who did not walk around at all. This is because Teacher 3 arranged the classroom tables so that she and the students sit together closely and she also has a small number of students with only 12 students.

Smile is one of the positive facial expression that conveys positive feeling (Ruland, 2015). According to Study.com, a smile can indicate approval. Based on the results from the interview, all of the teachers said that they smile to their students in the classroom. However, only 4 out of 7 teachers smiled during the observation. In fact, smile is one of the lowest out of all of the observed nonverbal communication with the average of less than five percent. The most smile displayed by Teacher 1 with only 4.13%. Teacher 1 stated in the interview that she only smiles to her students when they are behaving. During the classroom observation, the students were noisy hence, that explains the lack of smile. Teacher 3 with the second highest percentage (2.88%) stated that she only smiles when she praises her students. This is consistent with the classroom observation where she smiles when the student uses English language and she praises them. Teacher 6 and Teacher 4 stated that smiling is important to them to comfort the students. During the observation, they only smiles when the students gave the correct answers. Teacher 6 and Teacher 4 has 1.09% and 0.79% respectively. The rest of the teachers (Teacher 2, Teacher 5 and Teacher 7) did not smile at all during the observation. Teacher 2 said that she only smiles when she teaches the advanced

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class. The observation for Teacher 2 took place at the lower class, hence explains why Teacher 2 did not smile at the time. Teacher 5 and Teacher 7 both mentioned that they smile to comfort the students. However, both of the teachers did not smile to their students during the observation. This is because during that time, many of the students did not complete the given task.

Touch is one of the primary ways to express emotions (A Primer on Nonverbal Communication, 2012). According to Carlson (2006) touch provides a safe feeling, building positive rapport, and social and emotional development. Based on the interview, 6 out of 7 teachers stated that they touch their students except for Teacher 5. Her reason for not touching her students is because her children do not like to be touched, hence she treated her students the same way. Teacher 1 and Teacher 4 stated that they touch students to reward them. Their statement is consistent with the observation data, where they hug and pat their students because they did a good job on their task. Unlike Teacher 1 and Teacher 4, Teacher 2 use touch for the opposite purpose which is to punish the students. This is consistent to the observation where Teacher 2 only touches the students who misbehaves with a light slap on the arm and by pulling their ears. Teacher 3 stated in the interview stated that she only touches her students when teaching them penmanship. However, Teacher 3 was seen to touch a student by pulling him out of the class because of his misbehaviour. Just like Teacher 2, Teacher 3 only touches students to punish them. Teacher 6 and Teacher 7 did not touch any of the students during the observation. Teacher 6 mentioned that she only touches her students to calm them down if any of them had any problem. During the observation, the lesson went on normally and the students did not have any problem. Teacher 7 said she only touches female students. However, during the observation she did not touch any of them as she sat at the table most of the time.

The least displayed nonverbal communication during the observation is raise eyebrows which is only displayed by Teacher 3 with only 0.96%. However, during the interview she mentioned she did not have the habit of raising her eyebrows. This

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is because nonverbal communication is done unconsciously to people (Hahn, Lippert & Paynton, 2011). Teacher 1 and Teacher 2 stated that they never raise their eyebrows at the students. Their statement is consistent with the observation data. However, Teacher 4, Teacher 5, Teacher 6 and Teacher 7 stated that they raise their eyebrows at their students but it was not exhibited during the classroom observation.

5.1.3.1 Conclusion One of the characteristics of nonverbal communication is arbitrary, which is the reason for the various different interpretations by the participants. However, some of the meanings of nonverbal cues are very specific. Hence, the teachers should be able to recognise and aware of what their nonverbal behaviour do in order to avoid misunderstandings in the future.

5.2 Recommendations This study has been able to reach conclusion regarding the level of awareness on nonverbal communication among teachers in an international school. From the conclusion made, it can be seen that the teachers are aware of the function of nonverbal communication and are optimising its usage during lesson.

Perhaps the government could further implement nonverbal communication in lesson as it is obviously a big contributor to effective teaching.

This study only attempt to look at 7 teachers’ feedback regarding nonverbal communication awareness and usage. This research can also further improved with more participants perhaps 20 teachers, this is because the larger number of participants involved in the research will give more precise results for the study.

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This study only looked at female teachers, since coincidentally, all of the EIL teachers in the school are female. Hence, this research could also look on difference in usage of nonverbal communication from male teachers as well to provide gender aspect on this study. Furthermore, this study only focuses on kinesics, tactile communication and vocalics. There are other types of nonverbal communication that could be studied in educational settings.

5.3 Concluding Remarks

Nonverbal communication has implications for the teacher as well as the learner. It is often said that one can always recognise a language teacher by their use of gesture in normal conversation. The effective use of nonverbal cues assists in a wide range of classroom

practices

by

adding

an

extra

dimension

to

the

language:

Teachers, however, should always remember that the meanings of gestures and other nonverbal cues need to be taught in the same way as the meaning of essential classroom language This study has revealed that teachers have high awareness on nonverbal communication in teaching even in an international school where language barrier is inevitable. However, nonverbal communication is still an important part of communication and its studies has to continue in order to reach further understanding on this topic.

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APPENDICES

Appendix A: Interview Questions

The following are the interview questions that has been used to gain information on nonverbal communication for the study. It consists of 2 parts. The first part is for the first

research

question

regarding

teachers’ perception

towards

nonverbal

communication in the classroom.

Research Question 1: How do Malaysian EIL teachers regard the role of NVC in classroom? Interview Questions: 1.How important is body language (gestures, movement, mannerisms) and tone of voice in the profession of teaching/working with children? 2. Do you think it is necessary for teachers need to be aware of their own body language and tone of voice when they teach/work with children? Why? 3. Do you believe teachers become more aware of their own body language when they teach/work with children? 4. How important is it for teachers to recognize their body language and tone of voice when expressing more positive/negative emotions?

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5. What do you think students follow/notice more: the words spoken by the teacher, the body language used by the teacher, or the tone of voice used by the teacher? Explain. 6. Do you believe body language and tone of voice affects students' motivation and achievement in a classroom?

The second part of the interview consists of questions for research question 3.

Research Question 3: What purposes do nonverbal communication serve in an EIL classroom? I.e: to gain attention, increase understanding 1. Do you raise your eyebrows? 2. Do you touch your students? 3. Is eye contact important? Why? 4. Are hand gestures important? Why? 5. Is smiling at your students important? Why? 6. Why do you walk around around the classroom? 7. Do you speak loudly in class? What purpose does it serve? 8. Do you speak softly in class? What purpose does it serve?

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Appendix B: Transcription of Interview Session

The following are the transcribed audio recording of the interview session from all 7 participants.

Teacher 1 R

: Okay… So how important is voice tone and body language in your teaching

profession? T1 : Uhh… voice tone…voice… Voice tone and body language is important for class management, I think… Class management. R

: Can you elaborate more?

T1 : Elaborate? Uhh… Actually… ummm… when we… when we are teaching, uhhh… to make the … uhhh… to get the pupils’ attention or to get pupils’ focus to us is uhh… we must have uhh… body language or voice of tone. For example; when they make noisy you want them to keep quiet and just raise your hand or just show number 1 and after that uhh… they know you want them to keep quiet. Or you just say “I think….” Just like that… Because the Standard 1 and Standard 2 pupils their focus is just for five to ten minutes. That’s for the highest class. When you go to the lower class, the focus just… R

: Just goes lower…

T1 : Ahh… 1 to 5 minutes only. Every 5 minutes or every 10 minutes you must change your voice tone and you must change your activity, you must do other body language to make them uhh..uhh..to take their attention until the end of the lesson. R

: So..uhh… Do you think it is necessary to be aware of your own body language

when you’re teaching? T1 : uhh… What do you mean? R

: Do you think it is necessary for teachers to be aware of their body language…

T1 : Uhh… yes.

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R

: Why is that?

T1 : uhh… for class control.. R

: uhh.. Do you believe…Do you think that the teachers are aware of their body

language? T1 : Some teachers may be aware, some teachers may be… R

: …not aware.

T1 : …don’t care about that. R

: Right… umm… How important it is for teachers to recognise their own body

language when expressing negative emotion like angry or positive emotion when they’re happy? T1 : Yes, necessary. R

: Why?

T1 : Why? Because we say and how we say can make them understand. What we say and how we say. R

: What do you think the students notice more? The words? Your tone of voice or

body language? T1 : Actually for Year 1 students when they come to the school in January they know nothing and we must umm… practice them to understand how.. how we teach. So then uhh… for the example ummm… okay, when I say ‘keep quiet’, they don’t understand what the meaning of ‘keep quiet’. So you use voice tone and you use your body language and then they know ‘quiet’ is sila diam. They don’t know because they come with many background, families and many background preschool education, right? So, some pupils don’t know English better than other pupils. So the combination of body language teaching method and voice tone is important to make them understand what we teach. R

: Do you believe body language and tone of voice affects your students’

motivation? T1 : umm… I think depends on what you teach. For example; uhhh… you teach

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songs… the tone… your tone of voice is important and your body language is also important uhh… the… when you teach songs or you teach uhh… greetings… based on what topic you teach. R

: umm… Right. Do you raise your eyebrows at your students?

T1 : umm… *long pause* No. Never. R

: Okay… Why never?

T1 : Why? Because I… takde pun habit tu (laughs) R

: Alright. Okay… Do you touch your students?

T1 : Touch… Sometimes. And I touch for… R

: For what purpose?

T1 : Sometimes because I want to reward them…ummm…or… I… I …because I want to make them sit. Just touch and say ‘sit’. R

: umm… Do you think eye contact is important?

T1 : Yes. R

: Why do you think that eye contact is important?

T1 : Because when you have the eye contact so that means the lesson occur. R

: Umm… Do you… Do you use hand gestures during your lesson?

T1 : What? R

: Hand gestures.

T1 : Such as apa? R

: Like just simple hand movements. Do you move your hands a lot in class?

T1 : I use hands a lot. (laughs) R

: Okay… Do you… For what purpose you usually use your hands?

T1 : umm… To point… Wha…What to point… R

: Yeah…

T1 : Wha…What do you mean? To point…to point the students to answer the questions, to point the students uhh… that make noisy or to others work… R

: Something like that…ummm… Do you… Do you smile a lot… in your class?

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T1 : Smile… Depends on what topic you teach. R

: Such as what topic?

T1 : Topic… uhh…uhhh… For the one lesson…one hour lesson uhh… you start …. Actually I not start with smile first when you come…depends on the mood of students when we get the uhh…good feedback and we do songs or we do play games…like that… I can smile. (laughs) R

: Okay… So when… basically in a good mood lah..

T1 : Uhh… And when you teach uhh… word uhh… Rearrange the words… Seriously... not. R

: Seriously… Okay. You walk around the class?

T1 : Yes. R

: Umm.. For what purpose you walk around the class?

T1 : What purpose? When I teaching…1 hour teaching I walk around the class. Always walk. R

: Why?

T1 : Why… To make sure all students focus... R

: To grab their focus. Okay… uhh… Do you use varied…tone variations?

T1 : Yes. R

: Umm.. When do you usually speak loudly? For what purpose?

T1 : To take their focus… R

: To take their focus. Ummm… When do you usually speak softly?

T1 : Huh? R

: Speak softly.

T1 : Speak softly when I want…when I scold… scold some pupils when I want to motivate them so when you scold… and you… yeah why you tell why you scold… Why you want them to be good…like that… R

: Okay… that’s it.

T1 : Okay.

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R

: Thank you, teacher.

T1 : Welcome.

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Teacher 2 R

: Okay, so I’m going to ask questions about body language. So… First question;

How important is body language and tone of voice in your teaching profession? T2 : Uhh… For kids… Primary school is quite important because uhh…they uhh… they learn uhh… we act… we show with hands and so on. We show our body language and they easy to understand. R

: Uhh… Okay. So do you think it is necessary for the teachers to be aware of

their own body language? T2 : Umm… Maybe? R

: Why… Why is it so? Can you elaborate on that?

T2 : Again? R

: Can you elaborate on why is it necessary?

T2 : Because uhhh… to make pupils learn more in our teaching. R

: Do you believe teachers uhh… the teachers when they are teaching they are

aware of their body language? Do you believe that? T2 : Not all teachers lah. Sometimes… but… but spontaneously they will uhh… uhh…do the body language. Tapi tak semestinya kan? Secara… R

: Unconscious.

T2 : Ha… Unconscious. R

: Okay… So, how important it is for teachers to recognise... macam differences

between body language for negative emotion and positive emotion? T2 : Cam mana? R

: Like… macam mana…is … macam mana ya…How important untuk teachers to

macam kenalpasti which one is uhh… like they are expressing themselves nonverbally in positive emotion or negative emotion. T2 : Teachers? R

: Ha’ah.

T2 : Tak fahamlah soalan tu.

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R

: Okay…macam mana nak cakap eh… umm… macam us like… should…

teachers should be able to bezakan…differentiate between the positive emotion and negative emotion… through nonverbal. T2 : I’m not so sure with this. I’m not so sure. R

: Okay… So… what do you think the students notice more; your words, your

body language or your tone of voice? T2 : Words and uhh… body language and tone of voice... All of them. R

: All of them? Can you elaborate?

T2 : Let’s say if we’re angry at them we will show our tone of voice and we show our body language… so they will understand lah. R

: Do you believe that language… body language, tone of voice affects your

students’ motivation in class? T2 : Yes, but not all classes lah. Maybe for me lah. I tak garang sangat. So…takde bezanya. Especially class…last class. So, kita tunjuk body language apa pun… only for a while and then they start to do the same behaviour making noise in class. Depends on teachers rasanya sebab saya mungkin tak garang, tak buat yang teruk-teruk. So, maybe they don’t feel afraid of me lah… Based on teachers benda-benda macam tu… Cikgu yang lem- bukan lembut, yang tak marah sangat… Muka pun dia tengok bila masuk tak takut. You buat body language apa pun only for a short while jelah. They just keep on going the same problem in class. R

: Do you raise your eyebrows in class?

T2 : I tak boleh sebab… I bukannya… I tak macam Ziana Zain. Tak nampak kan? R

: Alright. Okay…

T2 : Biasanya voice lah… I shout… R

: Do you use touch in the class? Do you…Do you touch your students?

T2 : Sometimes. Not all… R

: Usually for what purpose?

T2 : When they feel sick, they come to us say “I’m not feeling well”. Maybe ah…

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sometimes they didn’t do their homework, their works… I feel angry so we touch lah… R

: Do you that eye contact is important?

T2 : Yes. R

: Why is eye contact important?

T2 : Because sometimes they talk in the classroom so when we stare at the pupils, they will keep quiet. That’s the eye contact. R

: Do you think that hand gestures is important during your lesson?

T2 : I guess… just example macam mana? R

: Just hand movements. Simple gestures like that.

T2 : To me, not so much. Saya tak… gestures saya jarang-jarang lah. Biasa-biasa je. Tak ketara lah. Normal. Yang biasa. Yang basic. R

: Do you smile a lot?

T2 : Sometimes. Smile? Not all lah. First class, maybe. Kelas pandai, kan? Last class masuk pun you have to… R

: What if you… Do you think that smiling is important?

T2 : Yes. R

: So…why is it important to you?

T2 : So people maybe feel comfortable, very near to us and don’t feel afraid with us. R

: Do you walk around the class?

T2 : Yes. R

: Why do you usually walk around the class?

T2 : Because we want to see what the pupils at the back are doing. Maybe they are playing at the back…talk with their friends…doing other things playing with something under the drawer. R

: Do you use variations of voice tone when you teach?

T2 : Uhh… yes. R

: When do you usually speak loudly?

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T2 : When the pupils didn’t hear my teaching in front, making noise at the back. So, I have to raise my voice. R

: When do you usually speak softly?

T2 : Bulan puasa lah… (laughs) When the class quiet, they pay attention I speak softly if they are making noise I have to raise my voice. Biasalah macam tu.

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Teacher 3 R

: Uhhh… Right… So how important is body language and voice tone in your

teaching profession? T3 : For me this very important because when we have body language and have voice tone the pupils will listen to us when we’re teaching. R

: Okay… So… Do you think it is necessary to be aware of your own body

language? Why is that? T3 : Yes. I think so because uhh… uhh… we are … as a role-model in front of the class and pupils will look at us and that’s why body language is very important. What we do…What we teach… R

: Do you believe that the teachers are aware… themselves are aware of their own

body language? T3 : Of course. They have to. R

: Why is that?

T3 : Because students will look at us…what we wear always. What we teach.. R

: As an example role-model, right?

T3 : Yeah. R

: How important is for the teachers to recognise their body language when they

are expressing negative and positive emotion? T3 : Because when we are teaching about emotion, we have to show to them how are you feeling today… Are you feeling sad? We have to show it to them. Happy… Then, our body language is very important. Our face expressions… facial expressions. R

: If you… uhhhh…. What do you think the students notice? Your words? Your

body language? Or your tone of voice? T3 : All of them. R

: All of them. Please explain…

T3 : Because I have to raise up my voice so that students will listen to me. And tone of voice…

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R

: Tone of voice and body language.

T3 : Tone of voice and body language. That’s very important for me to teach them. R

: Umm… Okay… Uhh… Do you believe in uhhh body language and tone of

voice affects the students’ motivation? T3 : Yes, of course. Because when we’re teaching in the last class we have to raise our voice and make a lot of body language so that they can understand what we’re trying to teach them. R

: Okay… Do you raise your eyebrows to your students?

T3 : Never. R

: Never… Uhhh… Why…why don’t you raise your eyebrows?

T3 : Because I don’t think it is necessary for me to… R

: Okay… Do you touch your students?

T3 : Yeah… Sometimes. R

: And… Why… For what purpose?

T3 : I just want to show them how to write. Penmanship, you know? Yeah… How to write the words and some of the students didn’t know how to do because of the last class and the other children, they really need our attention to write, to read. So, we have to touch them. R

: So, umm… Do you think that eye contact is important?

T3 : Yeah… of course. R : So, why do you think eye contact is important? T3 : Because we want to speak with other people we also have to look at their eyes, right. R

: Yes.

T3 : Same goes with the students. R

: Right.

T3 : Students…they will pay attention to me. R

: Right… Do you use hand gestures often?

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T3 : Seldom. R

: Seldom… umm…But if you do…usually for what purpose?

T3 : For me to show what I’m trying to teach them, the lesson… R

: To explain.

T3 : Yeah… to explain more about the lesson. R

: Right… Do you think smiling is important?

T3 : Yeah, of course. R

: Okay… So… You… If you smile in class, for what purpose…

T3 : To praise the students. Sometimes I smile at them and they smile back to me. Just thought they would say that I’m the fiercest teacher. R

: Okay… Do you walk around your class?

T3 : Yes. R

: Why do you walk around?

T3 : I just want to look at their work and help them do their work. R

: Do you practice various tones when teaching?

T3 : Yeah… When teaching about stories we have to practice various tones. R

: Do you… umm… When you use loud voice usually for what purpose?

T3 : Loud voice is to make them pay attention to me. R

: Uhh… For softer voice?

T3 : Softer voice to…uhh… when I praise them… R

: Uhh… Okay… that’s it…

T3 : Thank you… R

: Thank you so much.

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Teacher 4 R : Uhh… so… uhh… How important do you think is body language and tone of voice in your teaching profession? T4 : Uhhh… Body language is it? R

: Yes… Body language and tone of voice.

T4 : That’s the most important part in teaching because pupils actually look at the teacher. Sometimes they can’t understand what we say they actually understand from our body language and our voice projection is extremely important. R

: Do you think it is necessary for teachers to be aware of their own… uhh…

body language and tone of voice? T4 : Yes, it is. R

: Why do you think it is necessary?

T4 : Ummm… teachers…teachers definitely understand body language so it would be easier for students to understand… R

: Do you believe that the teachers become more aware….they should become

more aware of their body language? T4 : Uhh… I don’t understand… R

: Do you… Do you believe that the teachers the teachers should become more

aware or not of their own body language. T4 : Yes. R

: Should they be conscious about it?

T4 : I think it’s similar question, right? R

: Oh… sorry. Next question is; How important it is for the teachers to recognise

their body language if their able to distinguish between the negative…when they’re expressing negative or positive emotions…to the students? T4 : Yes. Example if…if the students answer something wrongly through the body language they get to know that their answer is incorrect and then they try to give uhhh… I mean modify their answer. Or sometimes if the teacher is angry they can

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look at the teachers body language and understand that the teacher is angry. And if they have done mistake they can actually understand through the teachers’ body language. R

: Okay… uhh… What do you think the students notice more? The teachers’

words? The teachers’ body language? Or the teachers’ tone of voice? T4 : It depends because we have variety of students. Some students they actually focus on teachers’ body language. Most of the students actually focus on teachers’ voice projection as that is the most important thing in class. Some students they actually focus on both. So it depends on us. If you look at the front classes they actually focus more on the teachers’ voice projection. But the students in the… the… the poor students I mean…the back benchers they usually look at the teachers’ body language because sometimes they don’t understand language. So even though we use uhh… very good voice projection they don’t understand, so they tend to understand themselves by looking at teachers’ body language. R

: Do you believe that body language and tone of voice affects your … affects the

motivation of your students’ in class? T4 : Yes, it does. R

:Why? Elaborate… Can you elaborate on that?

T4 : It’s …It helps them to understand more… and to learn… R

: Okay… mm… Right… Do you raise your eyebrows at your students?

T4 : I don’t remember… Probably… I’ve done that but don’t remember…. I don’t usually do that. R

: You don’t usually do that. Okay… Do you touch your students?

T4 : It depends on the situation. If ummm…they have done good job maybe I pat their shoulder but otherwise I don’t touch. R

: Okay… Do you have any restrictions like you touch only girls or…

T4 : It depends…umm… usually if they have done a good job then patting is…patting on their shoulder… I don’t think so… Patting… girls… I don’t …. I

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don’t differentiate whether it’s female…whether it’s a girl or a boy. It’s something which is…. I think patting shoulder is something common among teachers. R

: Right… Okay… Do you think eye contact is very important in class?

T4 : Yes. It’s very important because we can understand and can look at the child and ummm…. when they look at us that means they’re concentrating and focusing on what the teacher says. If we don’t have eye contact it a bit difficult for us to communicate with the kids. R

: Do you use hand gestures in class?

T4 : Yes. R

: So…wha…what purpose does the hand gesture serve?

T4 : Umm… in the situation where they don’t understand then we use hand gestures to umm… actually to make them understand what we are saying. Sometimes to help them in lesson. Yeah. Most of the time to ensure that they understand what we are teaching in class. R

: Do you smile at your students?

T4 : Yes. R

: Do you think it is important.

T4 : Yes it is very important to smile because the students actually …. When we smile when we enter the class we smile then they actually feel happy, more comfortable with the teacher. R

: Do you walk around the classroom?

T4 : Yes. R

: For what purpose… does it usually serve?

T4 : It’s a common thing I do in each and every class. I move around so that uhh… all the students actually they are aware that the teacher is focusing on all of them and umm… if I just stand still at one place maybe the kids at the back will be doing their own thing so they won’t be focusing. So moving around the class is actually looking at each and every child and ensuring that they understand what is going on in the

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class. To attract their attention. R

: Do you speak…uhhh… loudly in class?

T4 : Uhh.. yes. R

: When you usually…speak… ummm for what purpose?

T4 : Sometimes to compete with the voice from the next classes. Or what the noises outside the classroom. Sometimes to emphasise certain things that’s when I use loud voice. R

: Umm… Do you speak softly also?

T4 : Certain times, yes. R

:And when do you usually… that.

T4 : Softly…while like maybe advicing them or ummm… when I have a one-to-one communication with them after I correct their books so I go through with them their mistakes. So that’s the time I talk softly in class. R

: So do you believe in tone variations?

T4 : Yes.

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Teacher 5 R

: Okay…. Umm…In your opinion, how important is body language and tone of

voice in your teaching profession? T5 : It’s very important because it’s nonverbal communication…if let’s say ummm… if you want to uh… say something to your students…yeah… sometimes they don’t understand English so you need to use your body language in order for you to make them understand. R

: Correct. Do you think that it is necessary for the teachers to be aware of their

own body language? T5 : Yes, of course. It’s very important because it will attract the students to learn to make it interesting in your lesson. R

: Okay. Do you believe that the teachers are aware of their body language?

T5 : Of course. We know that it’s very important. R

: How important it is for teachers to recognise the differences between the body

language for positive emotion and the body language for negative emotion? T5 : Can see the expression on their face…yeah… maybe if you’re angry you can look at their eyes look bigger so and then you can see the…where are you… you can see from the face the children I think they would know. And also the voice…the voice and the body language, right. So the movement…the movement they can look at it. R

: Uhh… What do you think that the students will notice more either words or

your body language or your tone of voice? T5 : Uhh… depends. If let’s say that the good classes uhh… they would understand if you just use the words you tell them you explain to them they would understand. But for the classes that have problems in communication, they need… we need to use the body language in order to make them more understand. But actually both are very important. Or else it would be very dull in class. R

: Do you believe body language and your tone of voice affects your students’

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motivation? T5 : Of course. R

: Why is that?

T5 : Because… body language… body language and tone of voice… Because as I said they would listen if you raise their voice they know that you are very serious or you are very angry or you just advicing them so it depends…it depends by looking at your body expressing whether you’re using your intonation of your voice then they would get the message. R

: Alright. Do you raise your eyebrows in class?

T5 : Of course. R

: Why do you raise your eyebrows in class?

T5 : It’s my natural expression. R

: Do you touch your students?

T5 : No. R

: Why don’t you touch your students?

T5 : Because I have kids and I know they don’t like to be touched. And then I don’t think I have to use uhh… touching to make them understand I don’t have to use that. They will understand because of my voice, by expression. R

: Do you maintain eye contact…eye contact with your students?

T5 : Of course. It’s very important. R

: Why do you think eye contact is important?

T5 : It is important so that they know that we are talking to them. Yeah… We’re talking to them and we pay attention to them. We want them to give attention to us, so they can uhh…we can get their concentration in class. So we have to look at their eyes. When we talk we have to look at their eyes. R

: Do you use hand gestures in class?

T5 : Yes. R

: Why do you think…. What does the purpose of the hand gestures?

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T5 : To make it interesting so that they won’t feel …uhhh… they won’t feel…. They will enjoy.. they will enjoy… R

: Make it more enjoyable.

T5 : Yes. R

: Do you use… Do you think that smiling to students is important?

T5 : Of course. R

: Why is it important? Can you elaborate on that?

T5 : If you don’t smile at them they will think that you don’t like them. They will think that you are fierce and arrogant and you are not friendly. So teachers you need to be friendly… you make… you have to make them feel that they are safe with you so that’s why you have to smile at them. Make them comfortable. R

: Do you walk around class?

T5 : Yes. Yes. R

: What purpose?

T5 : So that they will pay attention or else they will play at the back. R

: Okay… ummm…. Do you use your various tones when you’re talking in class?

T5 : Yes. R

: When you speak loudly usually for what reason?

T5 : I… I always speak loudly. I always speak loud because I want them to listen to me. If I speak very slow they would not listen to me and the class is very noisy as you can hear now. So that’s why it’s important for me to raise my voice or else they would not listen. R

: Are there any times that you actually (use) softer voice?

T5 : Uhhh… not really because I have 43 in the class… R

: 43 students…

T5 : So I cannot slow down my voice or else they would not listen. R

: So many students in one class.

T5 : That’s why I have to raise my voice. Luckily I have my …. My voice is very

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high-pitched so it’s okay. I don’t have problem with that.

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Teacher 6 R

: Okay. Alright. So… in your opinion how important is body language and your

tone of voice in your teaching profession? T6 : It’s very important to convey the message to the pupils since…some of them don’t really understand what we’re talking so we have to use the body language. R

: Okay… Alright. Okay… So do you think it is necessary to be aware of your

own body language and tone of voice when you’re teaching? T6 : Uhh.. yes.. R

: Why do you think it is important?

T6 : Umm… Why? (laughs) Okay… sometimes it might get umm… it might get wrong by them. Even we’re not aware of our intonation, we’re gonna say something but not in the right intonation, they will get us wrong. And the message won’t be received well. R

: It won’t be translated well. Okay. Do you believe teachers become aware of

their own body language when they are teaching? T6 : Yes, definitely. R

: So how important it is for teachers to recognise body language when they want

to express something like either negative or positive emotion… Do you think… How important do you think they should distinguish between positive and negative emotion? T6 : Ummm… It’s a tough question…. (laughs)… Again? R

: Okay. How important do you think teachers should be able to distinguish the

nonverbal expression when they’re expressing negative or positive emotion? T6 : Uhhh… the teachers… No.. I mean… cikgu ke yang… R

: Yes… The questions are about the teachers.

T6 : Oh…okay (laughs)…Sometimes we can’t yell at pupil… we can’t yell at them. So we have to do some like expression to show that our anger, to show that we are disappointed because the kids are like… they’re like fragile, you know.

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R

: Yes. Sensitive…

T6 : Yes, very sensitive. So we have to use all these different nonverbal. R

: Right… So… So what do you think the students notice more, your words, your

body language or your tone of voice? Explain why? T6 : They will notice on our tone of voice. R

: Tone of voice… Why? Why is that?

T6 : Because like in class we have to use a different types of tone of voice. Sometimes we have to get higher sometimes we like umm… just a normal tone of voice and the kids that… when we’re talking sometimes they’re talk as well. So you have to use different types of tone of voice to attract them. R

: Do you believe body language and your…uh… tone of voice during class affect

motivation of your students? T6 : Yes. Because body language like we’re using good body language, right? The… uhh… the kids love to be touched, you know. The need… R

: Attention?

T6 : Attention…. They want some affection… So you have to use it… R

: Right… Okay… So… Do you raise your eyebrows at the students?

T6 : Yes. R

: Why? For what purpose do you raise the eyebrows. What purpose does it

serve? T6 : Sometimes when I get angry I will raise my eyebrow but sometimes they don’t understand why I did that. They don’t get it. R

: So the raise eyebrows is like the calm before the storm. Okay… Do you use…

Do you touch your students? Like pat or…Do you touch your students? T6 : Yes. R

: Why…why do you touch them? What purpose? For what purpose?

T6 : I believe that… umm…touch…our touch can calm them. Sometimes ummm…the kids will come everyday…. So we have to…(mimics) ‘be good boy’,

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‘be good girl’, ‘you’re so good’… Yes… And the touch can come uhh…compliment… R

: I understand because my mom is a teacher. She’s going to retire.

T6 : Oh…okay. R

: How important is eye contact? Why do you think it is important?

T6 : Yes, it is important so they ha-... They’ll know that we’re talking to them. We ‘catch’ them in a firm…uhh…how… R

: Catch their attention…like…

T6 : Yeah…something like that… R

: Umm… Do you think is hand gesture important when you’re teaching?

T6 : Hand gestures? (ponders) Yes… R

: Why is it important?

T6 : I don’t know how to say… Is it important because it’s going naturally… R

: So you don’t know why it is important..,

T6 : Because for me it was going naturally. R

: Yeah…It’s something unconscious. Do you smile at your students?

T6 : Yes. R

: Do you think smiling is important?

T6 : Of course. R

: Why do you think smiling is important?

T6 : I will smile even though…even though I’m angry. (laughs) R

: Why? (laughs)

T6 : I don’t know, that’s my problem. (laughs) R

: Wrong set of facial expression for wrong set of emotion.

T6 : I have a very…stupid expression (laughs). Smile is very important so that they won’t be afraid of us, they will come to us and ask us if they don’t understand about things. So we have to be gentle to them. Smile! R

: Okay… Do you walk around the class?

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T6 : Yes, we have to. R

: What purpose does it serve? Walking around the class.

T6 : Uhh… so that they will do their work. We can monitor them… uhh… like one-by-one coaching. R

: Umm… Do you speak loudly in class?

T6 : Umm… yes… Sometimes… R

: When do you usually speak loudly? For what purpose?

T6 : When they’re being noisy, then I speak loudly to grab their attention. And then, I will tone down. R

: So you also speak softly… So you speak softly when usually?

T6 : Sometimes I can get very soft so that they will… (mimics) ‘What teacher? What?’ That’s why intonation is very… R

: So there’s variation of intonation… Okay… Yay! Congratulations that’s it.

T6 : Alright.

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Teacher 7 R

: Okay…So… I’m going to go straight to the questions. Okay… so…first

question; this is about your perception towards nonverbal communication. So, how important do you think is…uhh…body language like gestures, movements and tone of voice in the profession teaching or working with children? T7 : So for me it’s very important because sometimes you want to attract the children the body language, the voice, the tone, the gestures everything really important so that the children will be like… Maybe they’re doing something else when we’re teaching so to attract their interest toward us so it is really important. R

: Uhh… Do you think it is necessary for teachers to be made aware of their own

body language and tone of voice when they teach and work with children? T7 : Yes, it’s true. Sometimes we cannot overact also. Some like…maybe the children will get irritated so we should know what is our limit when we use body gestures and everything. R

: Do you believe teachers become aware of their own body language when they

teach work with children? T7 : No. Sometimes when we’re teaching we’re already into the teaching. Sometimes we cannot think about it. But we should aware of ourselves lah. R

: How important it is for teachers to recognise body language and tone of voice

when expressing like emotions that are negative or positive? Do…like how did they… Do you think that they should recognise to differentiate how they express themselves in terms of nonverbal? T7 : Umm… Not very sure… (laughs) It depends on the person also. R

: So what do you think the students notice more, the words or the body language

or the tone? Why do you think that? T7 : The body language, sometimes when we say ‘eat’, maybe they won’t be concentrate, when we show them how we are eating so they will remember it more easier compared to the words. So the action will make them to remember the words

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or whatever we’re teaching better than the words, in my opinion. R

: So, do you believe body language and tone of voice affects students’ motivation

and achievement in classroom? T7 : Uhh… yes. Sometimes maybe when we’re teaching they do something at the back. So when we use strict voice, it will be like make them to realise they’re doing something wrong. So it is important… R

: Right… So now…Alright… Do you raise your eyebrows?

T7 : Uhh…yes… sometimes… R

: Okay. Do you… Why do you raise your eyebrows?

T7 : Sometimes when they’re asking questions, or they make noise in the class…ummm… mostly like that lah… Maybe when they’re questions, I want to make sure they’re asking the question. What actually they’re asking… the children. R

: Do you touch your students? Like pat…or something. Why did you do that?

T7 : If girls yes… If boys…very seldom R

: So why did you …

T7 : Sometimes like the girls are very sensitive and they don’t understand when we talk to them harshly they like…feel very sensitive. So it’ll make them very sad. So when pat them, tell them nicely then it’ll be easier for them…they feel comfortable with them. I feel in that way lah. Boys… whatever you do also it’s the same lah. (also) R

: You teach what year?

T7 : Year 5 and 4. R

: Year 5 and 4. So…uhh… do you think is eye contact is important?

T7 : Yes, we have to look into the eyes of the children. It means we are confident when we’re teaching it means I myself is not confident in my teaching. R

: Yes, it’s true. Is hand gestures important in your class? Why is it important?

T7 : Hmm? R

: Hand gestures.

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T7 : Hand gestures sometimes when we doing something like group work like clapping or maybe any sounds like uhh…snap my fingers or whatever it would like make them alert. So timeout for their activity so we have to move on to the next activity. R

: So is smiling to your students important?

T7 : Yes. R

: Why is it important?

T7 : Because it will make them like happy lah. So teacher is happy it will make them…the atmosphere more happier. If I just make my face stern every time, they also won’t feel happy to study. R

: Do you walk around the classroom?

T7 : Yes. R

: Why do you walk around the classroom?

T7 : Because I want to see if they’re doing their work or they’re just chatting or they’re just doing something else so when I make sure whatever I’ve taught them so they’re implementing it lah during the exercise. R

: In class do you speak loudly?

T7 : Sometimes when they’re not concentrating on my teaching so I speak loudly. R

: So the purpose is to…

T7 : To get their attention. R

: When is…Do you speak softly also in class?

T7 : Yes. So when I saw them really interested in the topic and listening to me and not doing anything else and I will talk softly. R

: To also gain their attention.

T7 : Yes, because they’re already interested. Although I’m talking loudly so they will more concentrate if I talk softly because they’re already interested in that matter. R

: So, I guess… that’s it.

T7 : Okay, thank you.

124

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