The Role of Teacher’s Nonverbal Communication in Shaping Students’ Motivation in Learning English

Abstract

This study investigates students’ perceptions of the English teacher’s non-verbal communication and the non-verbal influence on their perceptions of the teacher’s role and classroom performance. The research conducted at SMP Negeri 40 Makassar used a mixed-methods design, and the data were gathered through a Likert-scale questionnaire and semi-structured interviews. The 31 eighth-grade students were selected using simple random sampling to represent different classes within the school. The findings show that students generally interpret their teacher’s non-verbal communication positively. Moreover, the intended meanings behind gestures, facial expressions, and body language were effectively understood by the students, contributing to a more engaging and meaningful learning experience. The findings revealed that students had positive perceptions of their teacher’s nonverbal communication. The intended meanings behind the teacher’s nonverbal cues were generally well understood by the students. The nonverbal elements examined, such as gestures, eye contact, and tone of voice, functioned effectively in supporting the teaching process. Most students agreed that nonverbal communication enhanced their motivation, helped them focus on the lesson, and encouraged active participation such as speaking and answering questions. However, a few students reported feelings of nervousness, apathy, or fear of being noticed during class. The results highlight the crucial role of nonverbal communication as a motivational tool in language classrooms, suggesting that teacher training programs should include nonverbal communication awareness and strategies to improve teaching effectiveness and student engagement. The entire teacher’s nonverbal communication, where the researcher focused, namely gestures, eye contact, and tone of voice, functioned well. Students agreed that the use of nonverbal communication in the teaching and learning process works. Teachers’ nonverbal communication during the teaching and learning process motivated students to learn, focused their attention on the teacher’s explanations, and made them eager to speak or answer questions, although some students feel nervous, apprehensive in the learning process, and feel afraid of being noticed.