Presentase Nonverbal communication II (S2)

1. TOUCH
• Touch plays a large part in how we respond to others and
to our environment. For example, touch increases self-
disclosure, verbalization of psychiatric patients, and the
preference children have for their counselors.
• Touch can communicate many messages.
• Some kinds of touch indicate varying degrees of
aggression. Others signify types of relationships.
• Functional/professional (dental examination, haircut)
• Social/polite (handshake)
• Friendship/warmth (clap on back)
• Love/intimacy (some caresses, hugs)
• Sexual arousal (some kisses, strokes)

2. The Considerable Factors of Touching Use
• What part of the body does the touching
• What part of the body is touched
• How long the touch lasts
• How much pressure is used
• Whether there is movement after contact is
made
• Whether anyone else is present
• The situation in which the touch occurs
• The relationship between the persons involved

3. The use of Touch in Classroom Interaction
• Touching in teaching and learning process
functions as a reinforcement.
• The considerable factors
a. Level of the students
b. Psychological development of the students

4. Physical Attractiveness
• A speaker might be attractive because of the way of dressing
Clothing; it is a means of nonverbal communication, providing a
relatively straightforward (if sometimes expensive) method of
impression management.
It can be used to convey economic status, educational level,
social status, moral standards, athletic ability and/or interests,
belief system (political, philosophical, religious),and level of
sophistication.
clothing is especially important in the early stages of a
relationship, when making a positive first impression is
necessary in order to encourage others to get to know us
better.

5. DISTANCE
• Intimate distance begins with skin contact and ranges out to
about eighteen inches. The most obvious context for intimate
distance involves interaction with people to whom we’re
emotionally close (private situations).
• Personal distance ranges from eighteen inches at its closest
point to four feet at its farthest. Its closer range is the distance
at which most relational partners stand in public.
• Social distance ranges from four to about twelve feet in which
communication that usually occur is in business situations.
• Public distance is Hall’s term for the farthest zone, running
outward from twelve feet. The closer range of public distance
is the one most teachers use in the classroom

6. DISTANCE IN CLASSROOM INTERACTION
• Proximity: teachers need to consider how
close they should be to the students they are
working with. Some students are
uncomfortable if their teacher stands or sits
close to them. That is the reason why they
should take into account when assessing their
students’ reactions. Therefore, they should
modify their behavior.

7. TIME
• Chronemics is defined as a study of how human
beings use and structure time; The way they handle
time can express both intentional and unintentional
messages.
• The use of time depends greatly on culture. In some
cultures, punctuality is critically important, whereas
in others it is barely considered.

8. TIME IN CLASSROOM INTERACTION
• Allocated time: it refers to the amount of time a lecturer
scheduled for a subject for example 100 minutes a day for
Integrated Language Skills. The more time allocated for a
subject, the higher student achievement in that subject is
likely to be.
• Instructional time: it refers to the time teachers are actively
teaching.
• Engaged time: it refers to the time students are involved with
a task or with academic subject matter in which they are
listening to a lecture, participating in the class discussion,
writing a composition, and working on task given.
• Academic learning time: it refers to engaged time with a high
success rate in which teachers can prove that students
learned the content or mastered the skills.

9. TERRITORIALITY
• Personal space is the invisible bubble we carry
around as an extension of our physical being,
territory is fixed space such as a room, house,
neighborhood, or country, to which we assume
some kind of “rights” is our territory. The way
people use space can communicate a good deal
about power and status relationships. Generally,
we grant people with higher status more personal
territory and greater privacy. We knock before
entering the official’s room, whereas he/she can
usually walk into our work area without
hesitating.

10. ENVIRONMENT
• The physical environment mediates people to
create, reflect and shape interaction.
• the attractiveness of a room influences the
happiness and energy of the people working
in it.
• Watching how people use an already existing
environment can be a way of telling what kind
of relationships they want.

11. CLASSROOM ENVIRONMENT
• Classroom is a place where students can get
formal instruction or keys to English proficiency -
that is by classroom interaction they can develop
their communication and performance in English.
• Classroom has its own authentic world.
• Classroom has the capacity of reflecting other
worlds outside it, depending upon what situation
the teacher is creating to channel the English use
that he wants his students to practice , simulate
or role-play.

12. The Physical Condition of EFL Classroom
The physical conditions of a classroom have a
great effect on students’ communication:
 Is the classroom well-ventilated or air-
conditioned?
 Is it well-lit?
 Is it too small or too big or just big enough?
 Is the board easily visible?
 Are the walls with posters or with students’
work?
 Is seating arrangement fixed or changeable?