Abstract:
The aims of this research are to describe the types of nonverbal
communication used by English teachers in the classroom at SMK N 1
Karanganyar in the academic year of 2015/2016, and to find out the dominant
nonverbal communication used by English teachers in the classroom at SMK N 1
Karanganyar in the academic year of 2015/2016, and to find out the teachers’
reasons for using the dominant type of nonverbal communication.
This research uses descriptive qualitative as the research design. The
subject of the research was English teachers in SMK N 1 Karanganyar in the
academic year of 2015/2016 which consisted of 3 teachers. Observation and
interview were used as the instrument to collect the data. In analyzing the data, the
researcher classifies nonverbal communication used by English teachers in the
classroom into it’s type. Then the rearcher finds the dominant nonverbal
communication used by English teachers in the classroom at SMK N 1
Karanganyar by calculating the percentage of nonverbal communication used by
English teachers in the classroom at SMK N 1 Karanganyar. The data obtained
from interview were used to decribe the teachers’ reasons for using the dominant
nonverbal communication used by English teacher at SMK N 1 Karanganyar.
By conducting this research, the researcher finds that there are several
types of nonverbal communication used by English teachers in the classroom at
SMK N 1 Karanganyar. They are kinesics, vocalics, proxemics, chronemics, and
personal presentation and environment. The total movements done by English
teachers in the classroom are different. Movements done by the first English
teacher are 173, the second English teacher is 165, and the third English teacher is
178. The dominant nonverbal communication used by all English teachers is
Kinesics. The percentage of kinesics done by the first English teacher is 48.5%
which consist of 84 movements, the second English teacher is 45.5% which
consist of 75 movements, and the third English teacher is 47.7% and consist of 85
movements. The researcher concludes that the teachers’ reason for using kinesics
as the dominant nonverbal communication is because kinesics is often
subconsciously used in our daily communication and it helps the students a lot in
understanding the message. The teachers believe that by using kinesics especially
gesture and eye contact help the students to pay more attention and to understand
the material.
