An Analysis of Students Body Language Responses to Teacher Talk in Speaking Class at UIN Alauddin Makassar.pdf

This study is under copy right of graduate school of Makassar State University, August
2015. Should further correspondence with the author, it is available through
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An Analysis of Students‟ Body Language
Responses to Teacher Talk at Speaking Class in
UIN Alauddin Makassar.
Syarif Hidayat N
Graduate Student of Makassar State University
South Sulawesi, Indonesia
CHAPTER I
INTRODUCTION
This early chapter outlines research background, research questions,
objectives of the research, and scope of the research. The following are the
explanations of each part, for further details:
A. Background
It is undoubtedly believed that communication is the basis of all human
contacts, which is then the central of human life. People communicate in many
different ways. One of the most important ways, of course, is through language.
As the result, the appearance and development of human society cannot be
achieved without the contact of messages one another. As commonly viewed,
language use is the main distinction between animals and human beings. Without

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the existence of language therefore, the appearance of human society is then
impossible. English, for instance, as a trend use of communication over the
nations these days is used to link and connect people-to-people over the world.
A further specific, the human language falls into two types: verbal
communication and nonverbal communication (body language). For a long time,
only the former one occurred to us immediately when we discuss human
communication, while the latter was neglected to a large extent. In fact, nonverbal
communication also plays a very important role in human social activity. In
addition, body language is regarded as cultural phenomena which may represent
the identity of a community. Therefore, according to Samovar (1981), body
language appears in our communication both consciously or unconsciously. Its
importance has been fully accounted by communication theorists.
Following this, Thoreau (2008) has ever coined that in human intercourse,
the tragedy begins when there is misunderstanding about words. The body
language is therefore situated to clear what is being misunderstood. Due to its
vital function to strengthen the meaning of spoken sentences, the practical use of
body language or non-verbal communication shows an increasing demand over
the years in many aspects of humans‟ interaction, not excluding in the classroom
interaction among lecturers and students in English speaking lesson.
Contextually, since Indonesian students are the non-native speakers of
English, English is likely regarded difficult to be achieved in particular through
the area of speaking. In fact, according to Abdillah (2012) on his thesis that
speaking becomes so much difficult for most Indonesian students as it is not the

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daily spoken in our interaction. To support this, Codoban (2011) stated that
speaking is the most difficult skill among four as it is due to the complexity of
transferring messages through spoken way with good idea organization and
grammatically correct construction. Accordingly, Burns and Joyce (in Numan
1999: 232) said:
“The linguistic fact inhibits the use of spoken language including
difficulties in transferring the learners‟ first language to the sound,
rhyme, and stress patterns of English, difficulties with native speaker
pronunciation of the teachers‟ lack of understanding of common
grammatical pattern in English.”
In spite of this difficulty, speaking undeniably is very urgent in social life
communication. In fact, this is frequently practiced through oral communication
in order to share ideas and express feeling among speakers and listeners.
However, verbal language is not the mere alternative to keep in touch with people.
Another alternative way to share and to respond communication of other people is
by means of non-verbal language or what is much familiar with body language
contact. Interestingly enough, the activity of using body language to respond talks
of others is not solely found through informal interaction such parents and
children or sellers and buyers, but also through formal communication such as
teachers and students in language teaching activity. In this context, students use
body language to respond their teachers‟ teaching performance.
To illustrate, as a preliminarily observation experienced by the researcher
himself during two meetings on the date of 13th
and 20th
January particularly in an
English speaking subject namely “Speaking for Academic Context” conducted in
English Education Program of UIN Alauddin Makassar, the interaction between
lecturers and students was partially through body language form. In similar words,

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some kinds of interaction between lecturers and students used body language even
though they were attending speaking class, by which mostly spoken language
occurs.
To be further specific, not only the lecturers used body language to give
instructions but students to lecturers also. It means that the language form used by
students to respond their teachers‟ talk during class interaction was frequently
though body language such as pointing by fingers, eye contacting, head and hand
waving, biting lips, holding hands, rubbing the hands, touching fingertips, and
many more. To illustrate, the students waved their hands while doing oral
speaking, as an alternative, to clearly transfer the messages that they were sharing
to the classroom participants; they move forwards their chair while asking and
commenting something.
Interestingly, students furthermore, as obviously seen in that language
observation, were not only to comment their friends‟ communication but to their
lecturer‟s language of teaching also. To give you an idea, when students orally
delivered questions, expressed ideas, or gave comment towards their lecturers‟
talk activity, they then intentionally kept mixing sign and oral language.
In fact, these phenomena found were unique and interesting to be honest.
Notwithstanding, the causes and reasons of why students keep using body
language while speaking orally, in order to respond their lecturer‟s teaching and
responding their friends‟ points, is likely less detected and explained by wide
researches. Consequently, many questions raise up, in particular the researcher
himself, about why the students do that way even in speaking class; in what

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conditions students consequently use body language to communicate; what are the
implications expected by students to use body language in oral communication.
Furthermore, it is regarded that there are still few numbers of researches
discussing this issue. Likewise, it is found that the information of the implications
of using body language, in particular, to students‟ performance of speaking is
insufficient enough.
Not only that, the background of this study emerges from several questions
including whether this language behavior of body language can influence
students‟ self-confidence or not; this attitude can ease students‟ organizing ideas
of speaking or not; this attitude can relax students while speaking or not.
Moreover, it is also observed that the lack information of whether this body
language preference is understandable and effective to build interactive responses
between lecturers and students or not. As the result, the lectures handling speaking
class seem lack of knowledge in terms of how to smartly deal and behave with
students who frequently use body language while commenting orally.
Moreover, the researcher puts questions on mind that whether the body
language used by students is intentionally to entertain by jokes or to persuade
someone else. Coherently, Richard & Renandya (2002:211) said “People may use
non-verbal communication to describe things, to complain about people behavior,
to make polite request, or even to entertain people with jokes and anecdotes.”
Let me take the way, as everyone is being familiar with a series of funny
movies performed by Mr. Bean, a British comedian, who looks very funny among
audience because of his body language movement. Interestingly, this actor can

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make people laugh and entertain viewers only with sign language, for instance
face and lips movements and typical pitch. Much surprisingly, although speaking
class, as widely conceptualized, is a classroom activity which strongly requires
students talking much through spoken form, some message communication is
very likely to appear among students through sign language form.
Referring to an amount of information mentioned above, the researcher
therefore is responsible to figure out sufficient information to explain the
phenomena of mixing body language into oral language. Hence, this research
expectedly will have a role to explain these phenomena by means of critical
analysis. In this case, the researcher is aware about the importance to figure out
the reasons of these phenomena in order to give valuably additional information
for wide people especially lecturers, at least to acknowledge them the trend of
using body language in speaking class.
In addition, this study then is expected to figure out the outline points
whether the use of body language is beneficial or not in regard with the
improvement of students‟ spoken skills. To sum up, a tremendous range of body
language used by the students to respond their lecturer‟s talk in speaking class is
still less described in terms of the reasons and the effects of doing this such body
language attitudes.
Eventually, this study presumably has role at this angle to collect sufficient
information about these phenomena of body language contacts by formulating a
research title namely “An Analysis of Students‟ Body Language Responses to
Teacher Talk in Speaking Class at UIN Alauddin Makassar”.

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B. Problem Statements
In regard with the research background elaborated previously, the research
considers the importance of formulating research statements in order to clearly
state the goals of this study. In this context, the problems which the researcher
intended to find out throughout this study are: in what occasions the students mix
using body language together with oral language. Following this, the reasons why
students use body language, and what direct implications either psychological or
other aspects that the students feel when using body language to communicate. To
cut the points, the researcher thus constructed three research questions as follows:
1. What kinds of body language did the students use to deliver comments
to their teacher talk in Speaking Class at UIN Alauddin Makassar?
2. What reasons did the students deal with body language to give
responses towards teacher talk?
3. What were the implications of using body language in building
effective responses by students to their lecturer?
C. Research Objectives
In accordance with problems statements above, the expected aims of this
research were as follows:

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1. To figure out several kinds of body language utilized by students in
delivering comments to their teacher talk in Speaking Class at UIN
Alauddin Makassar.
2. To find out a wide range of reasons why students deal with body
language in giving responses to teachers talk?
3. To find out several implications on what body language
communication contributes to create effective responses by students to
their lecturer?
D. Research Significances
The researcher expects that this study can contribute in giving an amount
of information regarding the phenomena of using body language as language
attitudes in speaking class. It covers the forms of body language used by students;
the implications of using body language while oral speaking; the reasons to use
body language response. Hence, the results of this research then are expected to be
useful among readers, not only for the educators especially but also linguists in
general. To be much specific, the research significances are divided into namely
both theoretical and practical significance.
The former, theoretical significance means the benefits of this research
theoretically, which are: first, to inform the lecturers of English speaking about
diverse models of body language which are occasionally used by the students to
respond to their talk. In this case, the lecturers are expected to be much

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acknowledged about the existing body language in students‟ learning interaction.
Therefore, the lecturer can carefully pay attention to their students‟ non-verbal
communication as additional points to grade their communication ability. Second,
to become an additional reference for any further researches which have similar
domain to this study. Hence, it becomes another source for other following study.
The latter, practical significance stands for what value this research can
contribute on the practice of speaking skill in classroom activity. A further detail,
the research result is expectedly to prepare lecturers of speaking class to become
more aware of many models of body language appearing among students in
giving responses. Similarly, it prepares lecturers in terms of how to deal with
students putting much body language while oral speaking.
Similarly, it then provides a wide range of information regarding the
forms, reasons, and impacts of doing body language to respond the talks of
teachers during speaking class instruction. Thereby, though body language is
usually used in non-oral speaking, both lecturers and students likely keep
maintaining interactive and understandable communication as oral language does.
To recapitulate, the product of this research will provide additional information
regarding the mixing of body language in spoken language classroom.
E. The Scopes of Research
In this study, the researcher confines the domain of this study. It aims to
effectively concern on what goals this study focuses to attain. As the three focuses

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of this study are types, reasons and implications of using body language all
together with oral language to respond teacher talk. To begin with, regarding the
forms of body language possibly used by students to give comments. In this case,
the researcher expects to figure out as much information in regard with what
possible forms of body language which might be used by students to comment
their teacher talk. It is assumed, in this context, that there may be specific forms of
body language to use among students to comment. For instance, the students use
eye contact to attract signals of others, and may more.
In addition, the reason to use body language is the second scope of this
study. No activity is without relevant reasons. Similarly, speakers do something
while speaking is due to certain reasons. Contextually, it therefore aims to find
sufficient information from students about possible reasons why they then use
body language with oral language to communicate. Mostly, speakers utilize body
language while speaking in order to clearly transfer the points they are sharing. It
closely refers to causes and effects. Causes refer to the reasons while effects refer
to form of body language used. The point is different reasons result different
forms of body language to use.
The last scope is impacts. Impacts in this angle refer to the effects of using
body language felt by students when giving oral responses. Impacts may be
positive or negative. Therefore, this study aims to find out much information from
the students about whether body language used by them in responding their
teachers‟ talk brings positive or negative influences. To illustrate, positive is

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regarded as it clears messages of students speaking. Otherwise, negative is noticed
if it just leads for misunderstanding.
To conclude, the three main points among types, reasons, and implications
mentioned above are therefore the three main focuses to attain the goals and the
concerns of this study. So, the researcher keeps running in the rail or mainline
until this study get finished.
CHAPTER II
REVIEW OF RELATED LITERATURE
Due to the importance to know further details about the concepts of this
study, this chapter particularly presents a tremendous range of information
regarding the previous related research findings, a group of pertinent ideas, and
conceptual framework, which are all the fundamental guidelines to conduct this
study.
A. Previous Related Research Findings
It is regarded generally that the issue of body language in language
teaching is not remarkably very new. This issue has been observed and researched
by many studies with different aspects and models for sure. Hence, many
findings, which have coherent views with this study, have been already published
and implemented in language practice. To be more specific, the findings nearby

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are sourced from international journals, articles, printed books, and some theses in
particular written by graduate students of State University of Makassar in
particular. Here are the following findings for more details:
First, Codoban (2011), through his article entitled the empire of body
communication, stated that body language has been theorized a lot in the last
decades. Body itself has been considered not only in philosophy yet in some other
disciplines. The body nowadays exists in our speech and everyday practice:
wherever we turn there is something regarding the body that captures our attention
such as diet, exercises, massage, dance, beauty, body-building, fitness, therapies
and techniques that approach the body in fact.
In addition, body language accordingly is our first means of
communication, a means existing even before the articulate language is used. We
still use it, even if technology has far developed and it is widely spread. Likewise,
the body communication has always been employed as means of communication.
To short the points, Codoban eventually concluded that “the body language itself
represents both the social status of the speakers but also the internalization of the
social accepted beauty stereotype.”
To compare with the points of my research, while Codoban issued the
body language with social status of the locators, my research comes up with one
of some ideas, which is to relate the implications of body language with students,
for instance, psychological condition, including being self-confidence and feeling
comfort while speaking. The researcher considers that the study conducted by
Codoban did not very likely touch the effects of psychological sides of being

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speaking with body language. Yet, my research differently attempts to cover that
way.
Secondly, Alina (2011) studied the consequences of technology on body
language, as written in her article themed Online Communication and Body
Language, by which she found that using body language and the particularities of
online communication is sometimes destructive. Further, even with online
communication, such as web cams, it has a great impact on real live and real body
language. It makes body language multi-understood and expressionless.
Surprisingly, online communication also affects body language mixed with oral
speaking, by that body language is not only poor judged by the people whom are
speaking with, but also unable to start a real conversation with a real person.
Importantly to know, though my proposed research discusses the same domain of
body language as Alina did, this will studie the use of body language in offline or
real communication, unlikely in online or virtual communication as Alina
examined.
Thirdly, Upa (2012), analysed the use of sign language by teachers to
students entitled Analysis of Non-Verbal Language Used by Teachers in English
Classroom at SMA 1 Malili. She found that teachers mostly utilize body language
to interact with their students in order to clear message points to the students,
which consequently can ease them understand the messages being communicated
by the teachers to their students. Likewise, she also outlined that body language
while oral speaking in fact can create attractive and non-monotonous speaking
from teachers to the students. To compare this, the main concern of my research is

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slightly distinctive in the area of who uses body language. While her research
primarily highlighted the use of body language by teachers to students, this
research mainly concerns on the use of body language of students to their
teachers‟ talks.
Fourth, Saenong (2008) also analysed the flexibility of using non-verbal
communication in instructional process throughout a thesis entitled The Usage of
Non-Verbal Language in Communication. Eventually, he concluded that in many
situations the speakers of English intentionally use sign language into their verbal
language due to the intension of delivering very clear messages. It is due to that
body language can further describe the verbal language. Despite the close relation
of these two researches, my study does not merely concern on why the oral
speakers intentionally put body language to comment others‟ talks as Saenong
observed, but more than that. It further includes in what certain situations to do
sign language by students. Hence, the researcher is wondering to figure out any
possibilities regarding particular aims and specific conditions why students decide
to use body language in speaking class to feedback talks given by their lecturers.
Following this, Kodakos and Polemikos in Saenong (2002), conducted an
experimental study on nonverbal communication at kindergarten level, just to
observe nonverbal relation of the teachers and children and most importantly its
relationship to their verbal behavior. As the result, they found that there were
significant impacts of body language used to create closely emotional feeling with
students, especially those who were very young in age. At this point, they noticed
that youngers easily got interest with teachers speaking with body language. In

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fact, it was seen that using funny mimic, unique facial expressions or other body
movement could impress young students‟ intention to get involved in learning
process as often as they can do
The last, another relevant research by Alberts (2006), was conducted on
the nearness or nonverbal immediacy within the classroom environment within an
objective to find a relationship between nonverbal communication usage and the
keenness of the audience participating in discussion. At this angle, a premise was
made indicating that the students‟ keenness using body language to discuss things
with a teacher within the classroom environment actually helps them improve
their performance and understanding with the language. So, body language is then
set by students while speaking orally to help them deliver message as clear as
possible.
Referring to a number of previous researches mentioned above, it is
possibly assumed by the researcher that the source of references to conduct this
research is sufficient enough, which then can be re-tracked to support or provide
additional information towards this research. However, the researcher is very
likely optimistic that the sufficient issue about body language conducted by many
prior studies does not obstacle the existence of this proposed research then. As
introduced earlier, this study raises up with wider aims of research that makes this
slightly dissimilar with other previous researches therefore.
In short, the critical analysis proposed by this study thus presumably opens
many possibilities to find much further information about the phenomena of body

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language use in English spoken instructions. Expectedly, this figures out more
findings which are relevant or even opposite from other previous study.
B. Some Pertinent Ideas
1). Analysis
Initially, according to Wikipedia, the word analysis is commonly defined
as a detailed examination of the elements or structure of something, typically as a
basis for discussion and interpretation. In similar words, it is the process of
separating something into its constituent context. It might be through examination,
investigation, inspection, survey, and study. Thus, analysis is therefore a
subjective writing. It means that analysis expresses the writer's opinion or
evaluation of a case or cases.
In similar words, analysis is a type of clear, reasoned thinking. According
to Beyer (1995) analysis means making clear and reasoned judgments based on
the data found. In the process of giving analysis, ideas particularly should be
reasoned, well thought, and judged. To support this, the National Council for
Excellence in analysis, defines the terms of analysis as the intellectually
disciplined process of actively and skillfully conceptualizing, applying, analyzing,
synthesizing, and evaluating information gathered from, or generated by,
observation, experience, reflection, reasoning, or communication, as a guide to
belief and action
In this study, the context of analysis means that the writer will sharply
observe the phenomena of body language use and then gives critical points of

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view regarding the data observed. The points to analyse are then the forms,
reasons, and the implications of using body language to respond talks given by
speaking lecturers in the classroom activity.
To sum up, the term of analysis is therefore a mode of thinking about any
subject, content, or problem in which the thinker improves the quality of his or her
thinking by skillfully analyzing, assessing, and reconstructing it.
2). Body Language
a). Definition of Body Language
This is the only form of language in which people cannot lie for sure.
Regarding the definition of body language, there is a variety of versions given by
different people. Some of which are very simple while the others are more
specific. To begin with, according to Wikipedia (2009), body language or non-
verbal communication is mostly understood as the process of communication
through sending and receiving wordless messages.
Moreover, according to Jaskolka (2011), the term body language
designates the vast array of physical movements that occur both consciously and
unconsciously all over our body as we communicate. These may be subtle
movements of the eyes, shifts in our posture, facial expressions, gestures with
codified meanings, or holding hands to say I love you.
Similarly, the concept of body language also includes many other items,
from facial expressions, gaze, gestures, posture and bodily contact. It also includes
pauses in speech, uncontrolled body expressions like blushing and also static-

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visual attributes of a person, projected though clothing, hair, jewelry and other
accoutrements that express one‟s status, culture, mood, and attitude. All these are
signs and symbols that can be regarded as body language use. Thus, this might run
by means of eye contacts, gestures, and facial expression as well.
In addition, Mehrabian (1971), it is a form of non-verbal communication
that consists in body posture, gestures, facial expressions, eye movements, voice
intonation and more. Further, he outlines that body language is the oldest form of
communication, but even nowadays, it is considered than up to 93% of our
communication. Following this, body languages also defined as the process of
stimulating meaning in the minds of others throughout non-verbal message, or
messages that are non-linguistics or non-language based (Richmond and
McCroskey (2001) quoted in Annisa (2013). It means that body language is
extremely important as it can be the main channel of communication. To prove
this, Birdwhistell stated that the body language thus represents 65% of meaning
conveyed. Supporting this, Alvarez (2006:31) surprisingly commented that only
7% of communication takes place through verbal means and the rest 93% is all
though non-verbal language.
A further specific, Mask Knapp (1980:18) states that when people refer to
body language communication, they are talking about the signals to which
meaning will be attributed, not the process of attributing meaning. Here we shall
therefore select one definition that is consistent with current thinking in the field.
Furthermore, Samovar and Porter (2000) propose that body language involves all
those nonverbal stimuli in a communication setting that are generated by both the

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source and his or her use of the environment and that have potential message
value for the source of receiver.
Likewise, Ventrella (2011) defined that body language is really not a
proper natural language, such as Chinese or Navajo, but rather, a subset of natural
language. It really depends on your point of view, you might consider it to be a
superset of natural language. Interestingly, he regarded that body language
principally depends on how the locators define “body” and “language” as well. In
this angle, the researcher then sums up that the substantial points of body
language refers to the way the speakers define and deal with that. To support this,
Samovar and Porter (2000) propose that nonverbal communication involves all
those nonverbal stimuli in a communication setting that are generated by both the
source and his or her use of the environment and that have potential message
value for the source of receiver.
In short, body language refers to use non-verbal forms to communicate and
share ideas to other people. It might be the form of gestures, eye contact, hand
waving, and other kinds of sign communication. In fact, when people speak, they
normally do not confine themselves to the mere emission of words but the use of
hands also, head movements, eye contact, lips, bodily pressure to communicate
along with oral communication.
b). The Classification of Body Language
As conceptualized, there are various forms of body language
communication from a group of experts. To widely explore, M. Knapp (2001) put
forward seven classifications including: body motion, kinesic behavior, physical

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characteristics, touching behavior, paralanguage, proxemics, artifacts and
environmental factors. Likewise, Jensen in M. Knapp (2001) advanced another
classification on the basis of the former scholars‟ study achievement on “silent
language”, which includes body motion and gestures, attitudes toward time,
attitudes toward space and general habits in communication.
Additionally, Condon John thought that body language communication is
relevant to psychology and sociology. Its contents are extensive. In similar tune,
Condon summarizes twenty-four types of nonverbal behaviors, which already
drew scholars‟ attention, including: gestures, facial expressions, posture, costume
and hair style, walking posture, proxemics, touching behavior, eye gaze and
contact, architectural design and home decoration, signs and symbols, body odor,
paralanguage, color, make-up, conception about time, silence, etc. From many
experts speaking, the researcher at this point would like to focus on two theories,
which are from Negi and Ruesch & Kees.
The first, a theory introduced by Negi (2009:102), said that “Body
language can be formed by kinesics, oculesics, proxemics, paralanguage, physical
appearance, olfatics, and chronemics, which those of non-verbal communication
forms have their own function in teaching-learning process”. A further details,
look at the following classification:
(1). Kinesics
The term, kinesics (k‟ nees ix), was coined by anthropologist Ray
Birdwhistell to describe the role of body movement in communication. It
therefore refers to gestures, posture, facial expression, and other bodily

21
movements. In the literature about body language, Kinesics refers to the use of
gestures and body movements.
In fact, gestures are part and parcel of the human non-verbal
communication system. Sometimes, they are referred to as “the silent language”.
Apart from gestures, body movements and postures are considered effective
means of communication that enliven interactions.
(2). Oculesics
Oculesics refers to the use of eye contact in communication. Undeniably,
people sometimes speak orally while using eye contact, in order to interact the
listeners for instance. The eyes are absolutely important organs in the humans
body as they are not only to sight around but also to communicate as well. Owing
to the communicative importance of eye contact, they are sometimes described as
“the mirrors of soul”. In addition to this, many myths have been knitted around
the human eyes to show their power. The eyes converse as much as the tounge.
Hence, once there is a conflict between what a person‟s tongue and eye say, it is
always the eyes which are more trusted. To conclude, by means of eye contact,
people then can communicate in joy, anger, and even fear.
(3). Haptics
Haptics interestingly describe touching behaviors. This category consists
of physical contact such as handshakes, putting hands on the shoulders and so on.
Haptics particularly focuses on touching as an element of communication.

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Moreover, it is also has very much function in non-verbal communication as one
of teaching technique.
(4). Proxemics
The term proxemics was first coined by Edward T. Hall. It usually refers
to the way humans manage space during interaction. The way people stand from
their interlocutors to convey something about their personality, attitudes, and
relationship with the interlocutors. Hall also was the first to define the four
distances people regularly use while they communicate. His categories have been
helpful in understanding the communicative behavior that might occur when two
people are a particular distance from each other. Beginning with closes contact
and the least personal space, and moving to the greatest distance, Hall‟s categories
are intimate distance, personal distance, social distance, and public distance.
(5). Physical Appearance
Physical appearance which refers to the attributes of image such as
attractiveness, bright, weight, body shape, hair style, and dress. These attributes
can be classified into two categories. One is controllable e.g. clothes, hair style
while the other is less controllable such as skin color, height, and body shape. It
means that even without spoken words, people to people can communicate just by
looking at physical performance. In classroom context, for instance, students
using neat clothes can be regarded showing readiness to study. In addition, the
way students sit in the classroom even describes their attitudes and excitement to
their teachers‟ talks.

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The second, regarding the classification of body language accordingly
Ruesch and Kees in Rahmawati (2012), the classifications of body language are:
(1). Sign Language
Sign language is closely related to body language communication. It
includes the use of gestures, which indicate meaning of words, numeral and
punctuation marks. It not only includes each single gesture but also the whole sign
language system. In the classroom context, it is assumed that students may use
sign forms to comment their lecturers‟ explanation or to deliver message to their
friends.
(2). Action Language
Action language can be found through diverse movements which have
different messages and meanings. For example, walking and drinking have two
functions. One is to satisfy our selves, the other one is to send a certain message to
partners. In this study, as preliminarily observed, students to lectures occasionally
use various different languages to show one similar meaning. Hence, why and
how these differences happen will be observed through this study.
(3). Object Language
In the classroom interaction, the students may use object around to respond
their teachers‟ talk. It might be set up intentionally or unintentionally. For
example, students use tools, machine, chairs, tables, and other properties around
them. To prove, students just move forward their seat when asking question is
regarded as parts of body language response. On the whole time, this activity
shows anxiety and excitement to the talks given by teachers.

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c). The Sub-Groups of Body Language
Jaskolla (2001) accordingly, categorised body language into a number of
models, as follows:
(1). Actions
In the process of communication, people perform an almost infinite
number of actions. They include:
a). Genetic
These actions are instilled in our genetic make-up and are part of our basic
survival environment. For example, babies will cry when they are hungry or in
need of attention from the parents. When people get older, sometimes they cry
spontaneously when they are upset, or laugh spontaneously in response to
something funny.
b). Environmental
We learn these actions from the environment around us as we develop. For
example, we naturally mimic others in our peer group. Children and teenagers
often adopt a particular vocabulary in order to appeal cool and to be accepted
among their friends, or whom they speak with.
c). Cultural
Some of people‟s actions are the result of belonging to a distinct
community, sects, groups, even sport team that has develop certain unique body
language habits.
d). Postures

25
Postures are the various stances our bodies assume when we are resting,
relaxing, waiting, in conversation or in some other semi-static position. These can
be surprisingly varied. Each body posture will reflect the occupation or emotional
situation of the person, and will be influenced by a combination of factors, such as
social status, current energy level, training, and some other else.
Moreover, Miller (1998:80) stated that body postures and movements are
frequently indicators of self-confidence, energy, fatigue, or status. In the
classroom context, for instance, the students are keen to receive body message of
enthusiasm and boredom about the subject matters being taught can sense
confidence or frustration from the unconscious behavior of the teachers. For more
specific, there are some categories of postures.
First, emblems, are non-verbal movements that accompany or reinforce
verbal messages. To illustrate, someone beckoning first fingers means “come
here”, opening hand held to mean “stop”, and a forefinger and thumb forming a
circle to mean “OK”. Be worry of emblems; they may mean something else in
another culture.
Secondly, illustrators, are nonverbal movements which accompany or
reinforce verbal messages. For instance, nodding your head when you say “yes”,
shaking your head when you say “no”, stroking your stomatch when you say “you
are hungry”, and shaking your first in the air when you say “get out of here”. To
make it shorten, these non-verbal cues tend to be more universal than many in the
other four categories of movement.

26
Third, affect displays, are nonverbal movements of the face and body used
to show emotion. Watch people‟s behavior when their favorite team wins a game,
listen to door slam when an angry person leaves the room, and watch men make
threatening moves when they are very upset with each other but don‟t really want
to fight.
Fourth, regulators, are non-verbal movements that control the flow of pace
of communication. For example, starting to move away when you want the
conversation to stop, gazing at the floor or looking away when you are not
interested, and yawning and glancing at your watch when you are feeling bored.
Lastly, adaptors, are nonverbal movements that you might perform fully in
private but only partially in public. Lets‟ write for example, you might rub your
nose in public, but you would probably never pick it.
e). Gestures
It is a visual signal in the form of physical action, and is made either
consciously (such in a waving hands to a friend) or unconsciously (as in
scratching your nose). Therefore, when we are alone, we tend to be mostly
unaware of our gestures, and they may be few in number.
Following to this, according to Knapp and Hall (2006:50), gestures are
parts of body movement and position, including the use of legs, shoulders, hands,
head, and limbs. Furthermore, gesture is a movement of body utilized to
communicate ideas, intention, and feeling. These actions are performed primarily
by using arms and hands, however the face and head are also used in gesturing

27
(Barroso, Freedman, Grand, &Van Meel, 1979:Poyatos, 1981;Thomas, 1991 in
Damnet 2008:32).
Thus, the main aim of using gesture is to clarify ambiguous meaning
which is spoken orally. Coherently, Antes (1996: 439-448), gestures are effective
paraphrasing devices to help clarify complex or ambiguous language. In
classroom context, both teachers and students can illustrate both concrete and
abstract words to ease the meaning. It means that the students particularly can
help the teachers to understand what they are presenting much more easily and
interactively.
f). Signs and Signals
People make many signs and signals without any conscious knowledge.
Some of these may be extremely subtle, such as raising an eyebrow when
confronted with a deception or suppressing a yawn during an important
conversation. As mood changes, people make unconscious pupils signals- our
pupils dilate when we are excited and contract when our feelings are negative.
Other signals, such as pointing and directing, are overt and expressive, and some
signs can even be vulgar or offensive.
To conclude, as many forms of body language conceptualized by many
experts mentioned above precisely proves that in communication either formal or
formal, body language precisely takes vital position. Presumably, the variety of
these body languages is considered much appearing in classroom interaction
among lecturers and students, even in verbal speaking instructions.
2). Facial Expression

28
(a). The Description of Facial Expression
Considerably, facial expression plays more complex non-verbal
communication as people focus their attention on the face to receive visual cues
that supports or contradicts verbal message in direct communication. Facial
expression is the primary source of information, next to words, in determining an
individual‟s internal feeling. Likewise, facial may express peoples‟ emotions such
as happiness, surprise, fear, anger, sadness, disgust, contempt, and interest.
It means that in speaking instructions, the use of facial expression might
be frequently among lecturers and students. Students in particular use facial
expression to show how they feel about the lessons being taught. In this case, the
students presumably use facial expressions to show their teachers whether the
subject matters are appealing or not. These expressions are often accompanied by
positive head movements.
(b). The Functions of Facial Expression
As mentioned earlier, the ones dealing with facial expressions is due to
certain aims. According to Knapp and Hall (in Damnet 2008), there are three
functions of facial expressions, as follows:
Firstly, to provide a means of opening and closing channels of
communication, such as when speakers smile when they want a speaking turn or
to indicate a desire to close the channels of communication. Secondly, to
complement and qualify verbal and nonverbal responses, for instance, using
eyebrow movements when a speaker is delivering a sad message (Scribner, 2002:
84).

29
Thirdly, to replace speeches and to express a meaning as facial emblems
does. (see Smith, Chase, & Lieblich, 1974; Ekman & Friesen, 1975 in Anaman
Damnet 2008:36). To conclude, facial expression in communication intends to
strengthen the meaning of message.
3). Eye Contact
(a). The Description of Eye Contact
As commonly believed, the eye contacts used by the teachers, as non-
verbal signs, are very vital and directly affect the learning of the students. Vice
versa, the eye contacts used by students are also as so important as teachers use, in
order to describe how students feel on learning activity. Eye contact therefore is
not solely the tool of teaching, but also the tool of leaning process.
Wikipedia (2009), accordingly, eye contact is a form of nonverbal
communication and is thought to have a large influence on social behaviors.
Likewise, Mason (2003:25) stated, “the human species value open and engage eye
contact, are both normally found in a conversation between friends. It is
subconsciously taken as an indication of confidence, authority, and sincerity.”
Following this, Nierenberg and Calero (2001:12) mentioned, “we have
also found that people tend to have eye contact more when they listen than when
walking”. They also employ a gaze aversion when asked questions that make
them feel uncomfortable or guilty.
In contrast, when asking a question or reacting to a statement that makes
them feel defensive, aggressive, or hostile, their eye contact increases sharply.
You can sometimes clearly see the pupils dilate when a person is thus aroused. In

30
short, eye contact used by speakers is in order to create appealing interaction in
conversation which can be performed either consciously or unconsciously.
(b). The Functions of Eye Contacts
As seen in daily conversation, the locators frequently use eye contact just
like what Speaking class students perform as much. Students can use eye contact
for the excitement towards talks by teachers. Wainwright (2003:10), highlighted
six distinctive functions of eye contacts, as follows: seeking information, showing
attention and interest, inviting and controlling interaction, dominating, threatening
and influencing others, and providing feedback during speech.
Moreover, Alfatihi (2006:8) classified two functions of eye contact. First,
for seeking information. He explains that an effective way to the teacher can seek
information from students is through eye contact appearance and students to
teachers vice versa. It means that the use of eye contact by students is precisely
something to show what they expect, feel, and think on their teachers‟ talks. In
this case, the eye contact can be an effective alternative by students to seek for
further information to their teachers. Students on the whole time raise their
eyebrow when they understand what is being explained. Nonetheless, whey they
low down their eyebrows indicates they give sign that they did not understand the
points. In similar words, the eye contact simply shows anxiety among students. To
illustrate, students move their eyebrow up, possibly indicates by students to
teachers that “tell me this and that.”
Second function, is to show attention and interest. The students,
presumably, may use eye contact during the classroom process to show any

31
interest to the talks by teachers. Psychologically, using eye contact during
communication will lead motivation to students and teachers to keep paying
attention to someone speaking. The researcher then assumes that the students use
eye contact as they want to get much attention from their teachers when giving
comments.
In addition to this, eye contact helps the students to control and invite
interaction from their friends. In any classroom context, the activity of students
might be very much various and potentially creates busy noise. It means that the
eye contact can be utilized by one student speaking to interact attention and to
warm their friends making noise. Likewise, students also can use eye contact to
perform their class or group domination, to threat and influencer others, and to
provide feedback during speech in the classroom interaction activities. To
conclude, it is clearly understood that the use of eye contact is much very likely
various depending on what message or certain points which students want to
communicate while speaking orally.
(d). The Functions of Body Language Communication
As mentioned in the beginning body of this study, body language use has
very essential role in verbal communication. Therefore, it is thought that body
language forms have several functions in communication such as: 1). Repeating,
this occurs when the same message is sent verbally and non-verbally. 2).
Emphasizing, it is the use of nonverbal cues to strengthen your message. Hugging
a friend and telling him that you really care about him is a stronger statement than
using either words or bodily movement alone. 3). Complementing, this is different

32
from repetition in that it goes beyond duplication of the message in two channels.
It is also not a substitution of one channel for the other. The verbal and non-verbal
codes add meaning to each other and expand the meaning of either message alone.
Your tone of voice, your gestures, and your bodily movement can all indicate your
feeling, which goes beyond your verbal message.
Moreover, 4). Contradicting, contradicting occurs when your verbal and
non-verbal message conflict. This emerges accidentally for most time. If you have
ever been angry at teachers or parents, you may have stated verbally that you were
fine but your bodily movement, facial expression, and use of space may have
“leaked” your actual feeling. 5). Substituting, this occurs when non-verbal codes
are used instead of verbal codes. Particularly, you roll your eyes, you stick out
your tongue, you gesture thumbs down, or you shrug. In most cases, your
intended message is fairly clear.
Following this, 6). Regulating, this occurs when non-verbal codes are used
to monitor and control interactions with others. To illustrate, you look away when
someone else is trying to talk and you are not finished with your thoughts. You
walk away from someone who has hurt your feelings or made you angry. You
shake your head and encourage another person to continue talking. These all
phenomena are assumed to happen during the classroom interaction among
students and lecturers.
e). The Importance of Body Language
Why is the body language so important? This is the basic question to begin
this section. As many people consider the significances of body language in

33
communication. It is therefore usually employed in language even in oral
language communication. To begin with, communication comes in many forms,
including words, sounds, tone of voice, gestures, and touch. The raising of an
eyebrow, for instance, can hold a multitude of meanings: disbelief, quizzical
uncertainty, interest and disapproval. A sideways glance can indicate mendacity,
an attempt to enjoin someone in a joke, or to indicate something unusual.
Moreover, the simple action of tapping a finger can signify irritation, concentrated
thinking, impatience or even just the act of counting or tapping our a rhythm.
While we all use and understand a wide range of body language on an
instinctive level, we are rarely consciously aware of the messages that our own
and other people‟s bodies are communicating. In addition, developing such a
conscious awareness of even a few of the most basic gestures in body language
can open up a whole new dimension of human behavior. People can begin to
discover what people really mean and whether their intentions are honorable and
truthful. People also can learn to discern whether you gut instinct about a person
is correct and understand how what they are saying is supported by their body
language or conflicting with it.
Therefore, arming yourself with knowledge of even a small repertoire of
body language gestures can help you to be more effective in all areas of your life.
These gestures can help people to communicate better, enhance people‟s
popularity with friends, classmates, colleagues, teachers, and expand your life in
ways you may have been too fearful to venture into previously. In the knowledge
that we are all humans and that we all choose to present a particular image to the

34
outside world, you may no longer be intimated by people who previously cowed
you, and you will have the potential to turn uncomfortable situations into exciting
opportunities. In this case, the understanding of body language can also make
speaker a more sensitive and compassionate speaker to be around in turn
enhancing the quality of communication and life interaction in general.
f.) Gender and Body language
It is commonly accepted that there are differences between the genders,
whether these are genetic or culture or even both. Similarly, some aspects of body
language are either nature or nurture, gender-specific. As gender is commonly
categorized into male and female body language.
(a). Male body language
As we have already noted, men are generally taller than women. In this
context, male students are presumably taller than female ones. Males have
narrower ships, broader chests, more muscle mass and less body fat. In our
primeval days, men were the hunters. They travelled long distances in search of
game, while the women tended to stay in one place to gather fruits, vegetables and
grains, and to bring up children and care for the old and infirm. Men‟s bodies have
evolved for speed and strength, and the physical structure of the male body
determines its postures and movement. Men generally have a longer stride than
women, and their broad chests and muscular shoulders ensure that their arms are
held away from their torso.
(b). Female Body Language

35
In this context, the physical differences between the sexes dictate certain
differences in body language. Female students‟ bodies are naturally geared
towards childbearing, regardless of the vagaries of fashion.Compared with male
students, they have larger ships, fuller breast, narrower waits and tend to be
shorter and lighter, with more body fat and less muscle. Moreover, some younger
students are attempting to bridge the gender gap by developing what are
traditionally considered to be more masculine traits.
Therefore, the body communication used by males and females are
partially different, according to Katherine Clarricoates in Swann (1992), her study
has found a range of ways in which gender differentiation is maintained in the
classroom. The major findings include:
Firstly, boys tend to stand up more than girls. Michelle Stanworth (1983)
noted that some girls hard to place while boys are referred to a faceless bunch of
girls.
Secondly, boys tend to be generally more assertive than girls. For instance,
a US study of whole-class talk (sadker and Sadker, 1985) found boys in fact were
eight times more likely than girls to call out. In this case, the male students more
frequently stand up, as indicator to respond something to the teacher, than female
students.
Thirdly, girls and boys tend to sit separately. In a group work, for
example, pupils usually elect to work in single-sex rather than mixed-sex groups.
Fourth, boys are often openly disparaging towards girls. The last, disaffected girls

36
tend to opt out quietly at the back of the class, whereas disaffected boys make
trouble.
To conclude, gender strongly influences the way students both boys and
girls using body language. It means that the writer, referring to the theory above,
assumes that the model of body language used by male and female students in the
classroom interaction to their teacher‟s talk might be dissimilar and various.
3). Teacher Talk
a). Definition of Teacher Talk
In general, both teachers and students have important role in classroom
interaction since both are the main stakeholders in the process of teaching and
learning. Therefore, the terms of teacher‟s talk and students‟ talk are two familiar
concepts relating to the concept of teaching and learning.
The teacher talk, as defined, is everything what teachers say when they are
in the classroom activity. It means that all the way teachers describe and transfer
knowledge to students are included as teachers‟ talk. According to Gaies”s (1979),
teacher talk is the reduction of speech rate, clear articulation, exaggeration of
stress and intonation by teachers in teaching activity. Following this, Ellis‟s
(1984) and Milal‟s (1993), teacher talk is defined as the language produced by
teachers addressed to the students in classroom interaction between students.
Furthermore, Long and Porter‟s (1985), teacher talk is the use of higher
frequency vocabulary items and the avoidance of using idiomatic expressions. It
means that not only the physical performance of teachers in the classroom but also

37
the levels and types of dictions used by the teachers are considered and
determined as teacher‟s talks. Additionally, Rasyid‟s (1992) defined that talking
of teachers is one of the most outstanding behaviors revealed by teachers in the
classroom which may become the most difficult thing for teachers to avoid.
In short, teacher talk by lecturers in this study contextually means the
performance and materials presented by the lectures in lecturing speaking. How
the lecturers then show something which can beneficially influence students‟
motivation to learn and much involved in learning and teaching activity.
b). Types of Teacher Talk
There are several experts giving ideas about the types of teacher‟s talk in
classroom. Interestingly, they have different theory. To start with, Celcia and
Murcia (1989), they divided teacher talk into both of indirect talk and direct talk.
Indirect talk appear in such a way of accepting students‟ feeling, stimulating
students‟ motivation and interest, using students‟ perception and offering
questions.
Otherwise, direct talk may come out in terms of informing something,
giving directions, and justifying the students‟ theory. In this point, the talk
provided by students aims to inform something to students or to give direction to
the students in the process of teaching. Likewise, it also aims to correct or justify
whether the statement stated by students is correct or not. To cut the points, all is
conducted directly among teachers and students.
Likewise, another classification preferred by Doff (1993), dividing teacher
talk into both instructional talk and management talk. To specify, the instructional

38
talk is what is utilized to present the lessons or language content in front of
students. It means that all things belonging to the materials of language, which is
transferred to the students is regarded as instructional talk. To illustrate, the
teachers speak English to present the language matter of simple present tense.
Both the language use and language topic in this context are then thought as
instructional talk of teachers to students.
Moreover, management talk is what is then used to manage and organize
the classroom activities. It might be through language use, teaching methods,
teaching devices, and even things surrounding the class. For example, the teacher
presenting a language point of simple future is by combining the use of English
and Indonesia to organize and direct students what to do with the language
material. Following to this, the teachers, for instance, employ teaching method of
Role play or Communicative Approach, is also regarded as management talk.
Therefore, in relation with the use of these two language-functions in
English, English as a foreign language can be used in class passing through two
main ways: First, it is used in teaching the lesson. The language thus in this
context is positioned as instructional talk. Afterwards, if it is used for the ongoing
activities within the lesson which are not inherently part of teaching, it is therefore
believed as management talk of teachers. In short, both instructional and
management talks are thus defined as parts of teacher talk in teaching activity.
c). The Contents of Teacher Talk
As mentioned earlier, teacher talk is everything belonging to teachers‟
performance in giving materials to the students. To be more specific, Chaudron‟s

39
(1988), teacher talk contains linguistic modifications or adjustments in terms of
phonology, lexicon, syntax, and discourse.
The first, in the phonological level, the adjustment the adjustments of
teacher talk usually take the form of slowing down the rate of speech, separating
words, syllables articulation, using more careful pronunciation by giving heavier
stress, and increasing volume on key words
The second, in the lexicon level, the modifications are in the forms of
using restricted vocabulary size, replacing the unfamiliar items with the more
frequently used ones, and repeating words more frequently. The third, in the
syntax level, the modifications are usually in terms of using fewer contractions,
shorter utterances, making grammatical relationship more explicit, and using co-
ordinations more than subordinations and etc.
In similar tone, Cook‟s (1991) classified the contents of teacher talk into
the three of initiation, response, and feedback. To begin with, irritation is the
teachers who pursue the initiative by requiring something of the student through a
question. It means that teacher talk to students can be done throughout giving
questions. Questions considerably are assumed as the way teachers to check
students‟ understanding or to stimulate students‟ responds towards their teachers‟
talks.
Secondly, response is the students answer the question whatever is
required. It means that response given by students is also considered as a part of
teacher‟s talk since it is remarkably included in the process of teaching and
learning conducted in language teaching.

40
Thirdly, feedback, the teachers at this angle do not directly take another
initiation, but they give feedback to the students‟ responses whether it is
acceptable or not. It points that the feedback given by students in response to their
students‟ comments depends on whether the situation is necessary or not.
In conclusion, there are several types of body language from various
experts which all refer to teacher‟s activity at classroom context.
d). The Functions of Teacher Talk
In regard with the functions of teachers‟ talks in the classroom activities,
Breines‟ (2002) stated that the teacher talk functioning as a language input for the
students‟ foreign language development, which should have the following
characteristics:
(1). It is directive. The main function of directives is not only to instruct
the students what to do, but also to get the attention of the students. In this angle,
the talk given by teachers to their students is not only aimed for language
instruction among students, but it aims also for catching or stimulating students‟
attention in order to attract students‟ attention towards the process of learning.
(2). It is imperative. In imperative function, the teachers may employ
humor and invite giggles, and laughter to appreciate the social affection. It means
that the way teachers provide humors, for instance, can be through shorter,
simpler, slower, and clearer speech, and sometimes with repetition.
Another theory stated by Ellis‟ (1984) and Milal‟s (1993), teacher talk
serves two functions, which are pedagogical and communicative function.

41
(a) Pedagogical function, refers to the language used by teachers that
intentionally becomes a model for students in learning the language. In this point,
the model of language spoken by teachers in the process of delivering language
points to their students is considerably imitated or copied by their students.
(b). Communicative function, deals with the language used by the students
in their own interaction both inside and outside the classroom as the result of
language model. It means that the language which is imitated by students in the
classroom interaction is the application from what they learn from their teacher‟
talks in the classroom interaction.
e). The Characteristics of Teacher Talk
Fundamentally, the purpose of language teaching in a sense is to provide
the best input to the process of language teaching. To support this, according to
Cook‟s (1991), the teacher talk given by teachers should be: a). be aware of the
two levels at which language enter into the classroom, b). be aware of the
different sources of input, c). the input that the students are getting is more than
just sentences, d). students learn from teaching not from learning.
Following this, Rasyid‟s (1992), stated that the characteristics of teacher
talk are supposed to be: a). the teacher talk should be clear, b). the teacher talk
should be efficient, c). the teacher talk should be lively an interesting, d). the
teacher talk should be appropriate, and e). the teacher talk should be productive.
To recapitulate, it is clearly considered that the characteristics of teacher
talk in average must be clearly and easily understood by the students in the

42
process of language teaching. The better teacher talks, the more interesting to
follow by students.
C. Conceptual Framework
As mentioned earlier, the main concerns of this study vary among the
models of body language used by students to respond their teacher‟s talks, the
reasons to do body language, and the implications of using body language in
responding talks of their teachers in English speaking class. Thus, the primary
objectives of this study then are designed in one conceptual framework.
A further detail looking at the figure of theoretical framework bellow that
it is clearly noticeable that the average concern of this study is the body language
responses of students to respond their teachers‟ talks. Moreover, the first two,
which are then targeted to gain are the impacts and reasons why students deal with
body language while orally speaking.
Afterwards, the researcher will observe several models of body language
which be used by the students to communicate. As seen in the figure below, it
varies from use of actions, movements and postures, facial expressions, and eye
contacts as well. Furthermore, in the second last box from below is written
implications. It means what possible effects benefited by using body language
especially towards the effective and efficient response given by students to their
teachers‟ talks.

43
So, the figure presented below aims to clearly guide the readers how the
writer in particular organizes and structure the ideas and concerns of this study.
For few details, the explanation above is distributed in one theoretical framework
figure as follows:
Figure 1. Theoretical Framework
Actions & Gestures Facial Expressions Eye Contacts
Forms Reasons
Teacher Talk
Movements & Postures
Students’ Responses

44
CHAPTER III
RESEARCH METHODOLOGY
These following pages in particular address the research design and
method utilized in this study, the data collection, and the data analysis as well.
A. Research Method and Design
This research was conducted throughout The Descriptive-Qualitative
Method. Theoretically, the descriptive-qualitative method aims to describe the
found data much details in a broader sentence explanation. At this context, the
writer chosen this type of research method as it is considered to appropriately and

45
accurately describe as wide as possible the phenomena of body language used by
students to respond their teachers‟ talk. These data all were shared as clear as
much by means of long word description.
To support this, Sugiyono (2010:30), stated that the qualitative research is
descriptive; the collected data were in the form of words instead of numbers as
quantitative does. In addition, qualitative research tended to analyse the data
inductively. Sugiono furthermore states that qualitative research is a research that
is used to describe and analyse phenomena, event, social activity, attitude, belief,
perception, and people thinking either in individual or in a group. Therefore, the
qualitative research involves looking in-depth at non-numerical data. Think of the
word 'quality' when you think of qualitative data and you are taking a deep,
quality look at a phenomenon.
In addition, corresponding to the study design, the researcher started with
preliminary observation, as a very initial step, in order to know a wide range of
phenomena of using body language communication in English speaking class.
This stage, the writer carefully had a look to certain body languages used by
students, then to put them in the background of the study. Afterwards, through this
observation process, the writer also selected and decided what class to research.
After observing, the amount of data regarding body language communication
would then be identified, classified, analyzed based on many kinds of body
language which appear during attending speaking classroom. In short, the research
design used in this study was to figure out the three points which were previously
highlighted in the research‟s problem statements above.

46
B. Research Participants
This research took place in State Islamic University of Alauddin Makassar
(UIN). The participants of this research, in particular, were a group of university
students from English Education Department, who are all fulfilling their sixth
semester. The lesson, as scheduled in the following semester, was Speaking for
Professional Context. Regularly, each class in UIN Alauddin Makassar
approximately consists of 30 students. Therefore, the whole participants of this
study were a whole speaking class.
C. Operational Definition of Terms
In this section, the researcher in particular would like to clear the terms
used in his study, just in order to avoid misunderstanding as well as to easily
guide the readers to grasp the points discussed in this study.
Body language is the use of sign or non-spoken words in communication,
such as gestures, body movements, postures, eye contacts, and facial expressions.
Further, the body language which the writer communicates through this study is
the attitudes of students to use body language while they are attending speaking
class with much requirement of spoken words instead of body language.
Likewise, the reasons, conditions, and impacts of using body language all will be
elaborated thorough this paper.

47
Following this, English students, as the participants of this study, were the
university students who are now leveling the sixth semester. They are majoring
English education program. The lesson was English speaking class, which
annually taught in different level in English education. For the sixth semester in
particular, the students attend Speaking for Specific Purposes.
Moreover, teacher talks are all things being transferred by the teachers in
the process of language instructions to the students. It might be the materials, the
language use, the teaching techniques, appearance and performance, and some
others else. To conclude, the items of this study are responses, body language, and
teachers‟ talks.
D. The Instruments of Research
Throughout this study, there were two kinds of instruments used to collect
relevant data. As mostly in the qualitative research, the more instruments were the
more data which could be widely explained. To start with, classroom recording
and observation, by which the camera was the used to record and observe the
activity of using body language by students in speaking class.
In addition to this, interviews, were used to find more accurate data and to
support the two previous instruments which then aimed in particular to find out
the implications felt by students when using body language to give responses.
1). Observation; Classroom Recording

48
This research employed a participant observation. According to Lorraine,
Geoffany and Peter (2006:414), the participant observation is such a kind of
observation by which the researcher directly involved in the situation being
observed. To support this, the researcher also used advance handy cam to record
the language used and the activities of the students using body language to
respond their teachers‟ talks during learning process. Therefore, the researcher
then analysed the data from recorded activities and observation checklist as well.
So, observation specifically aimed to figure out the data in form of whole context.
2). Interviews
The interviews were then used to obtain much accurate data in particular
about the point of conditions, reasons, and impacts to use body language among
students. This is expected to track the very subjective information by students
since every single student in the research class was interviewed one by one with
the similar questions.
In addition, the interview questions consisted of 15 items which were
distributed into three categories, including the reasons and the implications of
using body language as the students feel. Expectably, these interviews could make
the data from observation much clearer, wider, more accurate, and more
significant.
E. Procedures of Collecting Data
As the global goal of this study is to widely find out much information
about students‟ attitudes on body language in speaking class, the researcher then

49
in collecting data firstly observed the classroom teaching-learning process from
beginning. Afterwards, the researcher observed the speaking process among
students and took a seat, for instance, in the back line to clearly watch and record
students‟ body language activities by using handy cam.
While recording, the researcher, if necessarily, filled the observation
checklist during the teaching and learning activities in the classroom. The
researcher estimated to observe five times, in case to find more data as possible.
After that, the researcher transcribed, coded, and labeled the data before analyzing
them. Please notice, not all activities happening in the class had been transcribed,
only for relevant transcriptions, which closely related to the activities of using
body used by the students while speaking orally to respond their teacher‟s talks.
To be more specific, the researcher along with a video recorder observed
the phenomena of body language at classroom interaction during five meetings as
allocated. While observing, the researcher then wrote important notes which he
watched something specific happening at classroom.
Afterwards, the interview was situated in the last meeting to strengthen the
assumptions created by the researcher himself based on previous observations.
The researcher invited some students and asked them few questions written on
interview question lists to specifically figure out the reasons and implication of
doing body language with their verbal communication.
F. Data Technique Analysis

50
To begin with, the technique of data analysis used in this research was
what proposed by Creswell (2002). As mentioned in previously pages, this
research employed two instruments namely classroom observation by recording,
and interviews. In relation with Creswell (2002:190) regarding the qualitative
data, the process of data analysis involved a sense out of the text and image data.
In this case, it involved preparing the data for analysis, conducting different
analyses, moving deeper and deeper into understanding the data, representing the
data, and making an interpretation of the larger meaning of the data.
Initially, after the data collected and prepared, the researcher selected the
gained data which were relevant to the core points of this study. For this reason,
the irrelevant data were ignored and taken out. Afterwards, the writer then
employed appropriate method which suited each instruments. For instance, the
data gained from video observation had been coded, then were transcribed and
interpreted. This context, the activity using body language among students would
be particularly explained, demonstrated with pictures, and widely interpreted.
The interview‟s results, in particular, were used to ensure notes written by
researcher in the classroom interaction. This would be transcribed, then coded to
find out the relevant spoken answers by interviewees which answered interview
questions.
Not only that, the writer did further understanding about the data. After
having much understood the data, the writer represented the data. The way data
presented was through longer words explanation. To sum up the process, the
writer finally made a final interpretation what the data communicated. In this case,

51
the kinds, reasons, and impacts of using body language in English speaking
classroom setting all were much paid attention.
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter particularly deals with the findings of the research, followed by
the discussion of the findings. To be more specific, this issues three points
including; 1) the kinds of body language employed by students to lecturer talk, 2)
the reasons of using body language, and 3) the implications of using body
language towards speaking. The part of findings intends to reveal the three
mentioned points while the part of discussion aims to elaborate some arguments

52
and further interpretation related to findings. For further specific looking at the
elaboration below:
A. Findings
The findings, on average, were tracked by means of classroom
observation, field notes, and interview session with students as mentioned
previously in the research instruments. The classroom observation and field notes
were taken about 5 meetings of classroom setting along with field notes. It started
from May 21st
until July 18th
2015 where each meeting lasted approximately 1
hour and 50 minutes. The interview, in particular, was recorded once only in the
last day of the research.
Generally, many forms of body language which included actions, gestures,
movements, postures, facial expressions, and eye contact were all found during
the five-meeting observation. Interestingly, those forms are intended for specific
purpose. It means that the form of action and gesture which were seen by the
researcher used by the students was intended for particular reasons. Following
this, it was also figured out through interview session that the body language
could make students better, clearer, and more self-confidence which all were
psychologically valuable in speaking performance.
1. The Kinds of Body Language Employed by Students
This point particularly outlines much about the findings regarding several
models and kinds body language which all were utilized by the students towards

53
responding their lecturer talk during 5 meetings. A further detail looking at the
rundown explanation below based on each meeting:
a. The first meeting
To start with, the first observation was conducted on Thursday, May 21st
2015, which lasted about 1 hour and 21 minute. To specify, the learning theme in
the classroom was about “Expressing Objections in Academic Context”. The class
started by greeting session, followed by attendance check by the lecturer, then
automatically responded by the students. The aim of the lesson was how to
academically express objections or any forms of disagreement to other people
whom the students disagree with.
The learning activity in the classroom was begun by a short explanation
and description by the lecturer regarding disagreement in academic context. This
way, the lecturer wrote down a number of phrases and sentences in the whiteboard
to express objections. One of the explanation, to illustrate, was the sentence of
“Your idea is good, though I am not really sure!”. After all necessary and
relevant explanation were just finished, the lecturer then asked the students to
work in pair and make short dialogue or conversation containing the expression of
academic disagreement.
Afterwards, the students were invited to practice their dialogue with their
partner in front of the classroom. To follow the activity, the lecturer then gave
chance to other students to comment or ask questions to their friends who were
invited to do conversation. As predicted, a group of body language form occurred
during conversation. In fact, most students in responding their teacher talk to

54
express academic objection used various signs of gestures, actions, body
movements, postures, facial expressions, and eye contacts.
1). Gestures
It was seen in the first observation that the students used gestures while
speaking or giving response to the talk directed by the lecturer. The gesture here
was employed by both men and women. It is clearly seen from the following
image that a male student scratched his nose while doing and holding
conversation with his partner. In this context, he used one sign of gesture which
represented that he was possibly thinking while speaking. Likewise, the gesture
here told us about the nervousness. The researcher noted from his activity that this
boy was likely nervous.
Following this, stretching nose delivered also a message that the speaker
seemingly felt confused to the talk shared by his speaking partner. According to
the interview, he shared to the researcher that “when I sometimes feel confused to
what someone else speaking, I will stretch my nose”. Therefore, stretching the
nose, as a gesture, could be solution not only to relax him but also to clearly
showe the partner of speaking about confusing. Looking at the image below for
more details:
Image 1. Gesture by Scratching Nose.

55
In addition to this, it was also observed that the use of gesture was not only
acted by males but female ones as well. During the first observation, in fact, the
researcher figured out several forms of gestures employed by female students
responding their speaking partners. To illustrate, look at one female student
captured using her two hands as follows:
Image 2. Gesture by Hands
Based on the video recording, this female student used hand when she was
asking question to the lecturer regarding the politeness of expressing agreement
by saying such this sentence. Referring to the image above, it could be understood
that the student did hand gesture which also showed a polite attitude in speaking.

56
According to Jaskolla (2011) said that the gesture which used by speakers and
listeners reflected their attitude. Then, it includes being polite or impolite. For
more details, looking at the extract presented below :
Extract 1
Student :Sir, how if I suddenly want to give disagreement to
someone else speaking? [Standing here]
Lecturer : What‟s the problem with that?
Student : Do I polite sir kalau langsung saya bantah atau harus
angkat tangan sebelumnya? [gesturing hands here]
„if I directly express my disagreement without any hand
raise before?‟
Furthermore, it was also figured out that one male speaker did gesture to
deliver message that he did not understand clearly what his speaking partner
talked about. At this context, he did not understand the spoken message very
clearly. He automatically, in response, showed gesture through putting his fingers
closer to his neck while showing something doubtful through his body message
that “I don‟t understand clearly for sure”. For this reason, the gesture employed
by the speaker intended to show his speaking about the lack of comprehension.
For more details, look at this following picture:
Image 3. Gesture by Touching Neck

57
2). Actions
During the first observation, the researcher also found few students using
body language by means of actions. As mentioned in previous chapter, the sign of
actions could be found in several ways, and one of some is genetic. In this
context, the researcher observed a male student performing action of genetic while
giving responses to talk presented in the classroom activity. For further specific,
look at the displayed image below:
Image 3. Action by Spontaneous Laugh
It is obviously seen from the image that the figured student used a form of
action by a genetic form where he spontaneously laughed while talking with his
speaking partner. Frequently, people laugh in nature to respond to something
funny that they are seeing or listening to.
To support this, Coulson (2004) coined that listening something funny
effectively makes people happy and therefore smile. In this context, the researcher

58
observed that the student listened something funny form his partner‟s ideas then
started laughing consequently.
Moreover, one other student who was invited by the lecturer to express his
ideas through face-to-face conversation, and performed a sign of action, as part of
body language communication, as shown below:
Image 4. Action by Small Laugh
As clearly displayed, this male student answered the question given by the
lecturer with small laugh. Much specific, the lecturer questioned to him whether
he agrees or not about the lecturer‟s idea regarding the statement “Young
marriage is not good for future career.” Then, to firstly respond to the question,
the student a bit laughed as the question sounded tricky and a bit funny. This is
the following conversation:

59
Extract 2
Lecturer : So, let me know your opinion about this.
Student : the question or ee..statement sir?
Lecturer : ee…a statement I think.
Student : Yes sir.
Lecturer : Now, I want to ask your opinion, agree or disagree with my
statement.
Student : Okay sir.
Lecturer : Do you agree or disagree with me if I say that young
marriage is not good to do especially for your future career.
Student : In my mind, I disagree sir.
Lecturer : Good, why?
Student :Because I think eee marriage in early age dapat
menghindarkan remaja dari perbuatan sina sir. [laughing]
„it can avoid teenagers from free sex sir‟
Lecturer : Are you sure? Do you have another idea?
Student : I think sir we can motivate each other sir to get our dream. I
mean if I have wife in young age my wife can motivate me
if I down.
Lecturer : Okay, thank you.
Student : Welcome sir.
Therefore, it can be understood from the picture and the conversation
displayed above that the student in giving response to their teacher talk in some
cases used action as kind of body language, whether it‟s unintentionally or
intentionally. In this context, the boy laughed while waved his right hand a bit
slow.
Furthermore, another male student who performed action in the same
meeting proved that the body language which was performed by students in the
classroom setting was quite usual. For more details, see the exemplified picture
below

60
Image 5. Action by Being Cool
As illustrated above, it can be said then that this student considerably
wanted to appeal being cool in front of his classmates. The picture was
intentionally taken when this boy moved a bit forwards from his seat, then stood
up before started to speak his ideas. What considered him being cool because he
seemingly wanted to show others that this is me speaking, and pay attention to
me.
Surprisingly, what the researcher observed from his friends‟ responses was
interesting. In fact, most of his friends laughed and clapped their hands towards
his speaking performance. For this reason, the researcher sums up that the
alternative using action as a part of body language in that context in order to stay
cool and perhaps interact people was considerably successful.
3). Movements
It is also regarded that the use of movements as part of body language
communication frequently appear in humans‟ daily contacts. In fact, that
phenomena also occurred in classroom interaction as observed by the researcher.

61
As commonly understood, the movement in communication is a general term
which reflects to the performance of humans‟ body to send certain message to our
interlocutors or listeners. It might be the movement from one spot to others, from
a corner to another corner.
In the classroom context, for instance, the movement signals can be seen
from the movement by lecturer going back and forth around the white board or the
whole class during teaching. Likewise, it could be done by students such moving
ahead from their seats, tables, or some other changing position. As the result, a
couple forms of movement communication appeared during class observation in
fact. A further detail, therefore, looking at the explanation below:
The first, it was a male student who much likely performed a movement in
a moment of giving response to his teacher talk, as displayed below:
Image 6. Movement by Waving Legs
As seen immediately, this young boy spoke something among the class
while considerably dealt with movement, as part of body language
communication. This picture was taken by his friend whom was mandated by the

62
researcher especially to capture appropriate and relevant moments done by his
friends who sat in the backline. According to observation notes, the student
expressed his ideas regarding the discussion topic provided by the lecturer under
“which one do you choose, living in your country or overseas?”
This topic discussion, moreover, was given in the last session of the first
meeting, and this guy was one of some speakers who expressed his ideas to
respond the talk questioned by the lecturer. This is partial and relevant transcript
in terms of his response for more details:
Extract 3
Lecturer : So, I‟ll give you a small topic discussion where I will
invite some of you to express your ideas about this topic.
Student : Apa, apa sir? [sound much curious]
„what is that sir‟
Lecturer : Our topic is about you decide which one you prefer form
this two ideas “Living in your own country or overseas”. I
will give you few minutes to think your ideas, ya..
Student : Iye sir.
Kelompok atau individu sir? [one student asked]
„is that group or individual sir?‟
Lecturer : Individu ya. So, everybody understands?
„It must be individual answer‟
Student : Yes, sir.
Lecturer : Let‟s start, you speak something [teacher pointed the
student who was picture above]
Student : I think eee I chose to live in Indonesia, ee I mean my own
country. Because I can gather always with my family.
Also, I think I can live better here with friendly
environment. [he used movement by legs here]
Lecturer : Very good idea. What about the food? [teacher questioned
more]
Student : I think sir the food is good and delicious I think in
Indonesia, compared to Pizza, or other western foods. I am
happy in Indonesia sir.
Lecturer : Excellent, give him applause.
Student : [respecting all]

63
Thereby, it is proven from the one observation result mentioned above that
the use of body movement, such hanging legs to the chair, as exemplified by that
student was really exist.
Secondly, it was a student when he was invited to speak or give comments
to his previous friend‟s idea regarding the topic discussion mentioned above also
showed body language in the form of movement in fact. As immediately seen
below:
Image 7. Movement by Forwards Moving
According to video recording, this student performed a body movement
since he moved out from his chair before soon started to express his comment. As
observed, for more details, he was sitting at his chair before the lecturer gave a
chance for anyone who wants to say any objections to previous speaker. Then, he
raised his hand to speak. Immediately, the teacher pointed and gave him chance to
speak. Therefore, by the time he started to speak, he intentionally moved forwards

64
from his seat approximately a half meter. Then, he finally expressed his ideas. For
this reason, the researcher regards that what this study did on his performance was
much likely a body movement.
4). Postures
Based on the observation at the first meeting, the researcher also found
that a number of students performed body language by the forms of postures. As
principally understood, body postures indicate self-confidence, energy, fatigue,
and even status of speakers. Additionally, postures vary from emblems,
illustrators, displays, regulator, and adaptors. For more specific looking at the
explanation below:
First, once the students were asked to respond the same topic mentioned
above, few of them did posture signals, and the emblems signal, for the first, was
performed as follows:
Image 8. Posture of Emblem
It is clearly seen, therefore, from the picture that a female student stood
and expressed her ideas about the topic given by the teacher in classroom

65
discussion. Although she read her book to express her ideas, she just did her best
as the researcher thinks. What interestingly from her performance was she dealt
with posture signals as form of body language, the signal of emblems, in
particular.
To particularize, the student displayed in the picture in a minute she
opened her hand while saying “stop” before she started to express her idea among
her friends. It much considerably intended to encourage her friends silent for few
minutes while she was speaking or expressing her ideas. Then, her friends, on
average, just kept silent and let her speak as she wished. Therefore, in this context,
opening hands to say stop is regarded as an emblem signal, which is then
categorized as posture communication.
Secondly, during the observation at the first meeting, the researcher also
found a female student who performed postures by means of illustrator signals. As
illustrated as follows:
Image 9. Postures by Shaking Hand
It is immediately seen from the image above that she shook her hands to
show her response to her speaking partner. As observed, she intended to transfer

66
message to her friend that “No, I disagree with you”. In Indonesian culture, as
mentioned in Saenong (2008), shaking hands might address a message of
disagreement. Additionally, it also possibly refers to congratulate someone else.
Otherwise, in western context, shaking hands could mean someone is being open
and honest.
At this context, the researcher put the idea in the form of Indonesian
culture where the students live daily. Therefore, the posture employed by this
female student represented the common message of local culture where it was
about showing disagreement. The conversation is then transcribed as follows:
Extract 4
Student 2 : What‟s the matter with overseas people?
Student 1 : They are unfriendly, free sex, and impolite.
Student 2 : No no..no. I disagree with you. You are wrong, tidak
semuanya begitu.
“not all is like that‟
Student 1 : Tapi kebanyakan, I see from movie, media, and internet.
“but most”
Student 2 : Okay, maybe that‟s only your opinion.
Student 1 : Alright.
Note : S1 (her speaking partner)
S2 (student in the picture)
Therefore, it can be concluded that the way the student in that picture used
hand shake to force her verbal words of disagreement is regarded as postures
communication by illustrator signal.
5). Facial Expression
Based on the observation, the researcher also saw few students during that
first meeting dealt with body language through facial expression signals. As
mostly understood, facial expression commonly occurs in face to face

67
conversation to show happiness, surprise, and so on. In fact, some facial
expression happened among students to respond their teacher talk at that initial
meeting.
To begin with, the following image showed a female student smiled when
she got her turn to express her ideas towards the topic discussion, and it was part
of body language communication for sure.
Image 10. Facial Expression by Smile
As seen immediately, the female student in a conversation with her
speaking partner in front of the teacher used body language through smile. She
laughed because she listened something funny from ideas of her speaking
partners. Therefore, her face expressed happiness and surprise to her partner.
Following this, at the same time, a male student also performed a facial
expression which showed the
signal of power and
enthusiasms, as displayed
below:

68
Image 11. Facial Expression by enthusiasm
It could be seen directly from the picture once a student stood and
expressed his ideas regarding the topic given by the teacher. In fact, he talked
much seriously, powerfully, and nicely. It is supported form the way his face
expressed something, looked at his friends, and his spontaneous mimic.
6). Eye Contact
It is inevitably also that the use of eye contact in communication is
frequent. In fact, as observed by the researcher, few students used eye contact
during communication with their teachers, and some with their friends. Further
detail, looking at the image below:
Image 12. Eye Contact to Think

69
If we pay attention carefully to the eyes of the student speaking, he
unintentionally used eye contact in a moment of expressing his ideas in front of
his friend. Based on the researcher field notes, the student much likely thought
what to say while moving his mouth at the same time. Therefore, at this context,
he used eye contact to seek for or think about relevant information which he
needed to say more. In similar words, it likely meant that what else I need to say
further.
Following this, the use of eye contact was not only shown by individual
use but also group conversation, as exemplified below:
Image 13. Eye contact by Group
As seen from the image, a group of male students performed body
language by the form of eye contact in a moment preparing the ideas of their
group discussion. The student sitting in left-front side looked at one group mate
expressing ideas seriously, and followed by the rest in that group. Another student

70
involved in that group who sat in the backside also expressed high attention
through the way he looked at his friend speaking. On average, from what their
eyes expressed fully signalized that they paid high attention and respect to their
group mates speaking.
Most importantly, the reasons and implications of using body language
were most the same stated by the respondents. According to the interview, the
student used body language to force the verbal language. Likewise, it
consequently made them feel interesting to speak, as shared below by one
interviewee
Extract 5
X : What reasons do you personally use body language with your oral
language to respond your lecturers‟ explanation?
Y : I don‟t know just reflex.
X : What causes you to use partial body language form in giving response
to your teacher‟s talk?
Y : ee..I think ee. Untuk menekankan.
“to emphasize or strengthen”
X : Generally, how do you feel speaking with mixing body language with
your oral speak?
Y : Plese what is the meaning? Interesting.
To sum up, from many facts regarding the use of body language by
students to respond talk provided by their teacher, it is fair to say that students, at
classroom context, could not be denied and avoided to deal with body language as
the body communication has important role to force the meaning of our verbal
communication.
b. The Second Meeting

71
The second meeting, additionally, was conducted in the following
Thursday, May 28th
, 2015, which lasted approximately 1 hour and 35 minutes.
The classroom activity was through interactive conversation under the title “My
old and New House”. To be more specific, in the earlier stage, the lecturer asked
and divided students into some groups where one group precisely consisted of 2
up to 3 students. Afterwards, the students were given overview knowledge about
how to express the ideas though some questions with good idea organization. The
challenge at this meeting was the students would talk individually only within no
more than two minutes for each.
Furthermore, before they were given time to talk one by one in front of the
classroom, they were given time for few minutes to share and discuss their ideas
with their single partner regarding the questions given by the lecturer. Not only
that, the lecturer also presented few examples and note organization in terms of
how to answer few questions completely and effectively based on allocated time.
Moreover, the question card which was written in the whiteboard to discuss at that
setting was figured below:
Discuss and describe about your new house!
a. Why did you move from your old house?
b. How does your new house look like?
c. What the best part of your new house do you like most?
d. And how do you feel with your new house?
As observed, the researcher found through video recording and field notes
that the students, on average, showed nice interest and enthusiasm to the talk or
material presented by the lecturer. In fact, they interestingly talked and shared
with their peer and nicely wait their turn to be invited by the lecturer in from of

An Analysis of Students Body Language Responses to Teacher Talk in Speaking Class at UIN Alauddin Makassar.pdf

An Analysis of Students Body Language Responses to Teacher Talk in Speaking Class at UIN Alauddin Makassar.pdf

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