Nonverbal Communication Used by English Teacher in the Classroom at SMK N 1 Karanganyar in the Academic Year of 2015/2016

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.