Formosa Journal of Science and Technology (FJST)

Vol.2, No.8, 2023: 1939-1956

Teachers’ Non-Verbal Communication in Teaching English to

Young Learners

Maisarah1*, Trikaloka H. Putri2, Nailul Fauziyah3, Muhammad Saifuddin4, Dwi

Nurcahyani5, Aizun Najih6, Bakri Bakri7
Universitas Pesantren Tinggi Darul Ulum
Corresponding Author: Maisarah [email protected]

ARTICLE INFO ABSTRACT

Keywords: Non-Verbal The ability to communicate nonverbally is a skill
Communication, Teachers, that prospective teachers must master. This
Young Learners, English current study was to explore the usage of non-
Teaching verbal communication by teachers in the highly
popular YouTube video titled "How to teach Kids
Received : 03, June | from a Prague kindergarten, part 2 | English for
Revised : 10, July Children"(https://www.youtube.com/watch?v=9
Accepted: 01, August DNwRwt5kI4&t=272s). Based on the non-verbal
communication classification by Marcinowicz et
©2023 Maisarah, Putri, Fauziyah, al. (2010), which includes Eye contact, Facial
Saifuddin, Nurcahyani, Najih, Bakri:
expressions, Touch, Interpersonal distance,
This is an open-access article
distributed under the terms of the
Gesture, Posture, Tone of voice, and Dress, this
Creative Commons Atribusi 4.0 study adopts a qualitative approach to analyze the
Internasional. teacher's communication strategies. The results
showed that, overall, using nonverbal
communication strategies such as eye contact,
facial expressions, gestures, tone of voice, and
dress by the teachers in the video can enhance the
quality of learning and build a good relationship
between teachers and students. These strategies
can create a fun learning atmosphere, motivate
students, and strengthen their understanding of
the learning material.

DOI prefix: https://doi.org/10.55927/fjst.v2i8.5325 1939

( ISSN-E: 2964-6804
https://journal.formosapublisher.org/index.php/fjst
Maisarah, Putri, Fauziyah, Saifuddin, Nurcahyani, Najih, Bakri

INTRODUCTION
Nonverbal communication is the exchange of information or messages
without the use of words or other written or spoken language. It includes a
variety of actions and indications, including facial expressions, gestures,
posture, eye contact, tone of voice, paralinguistic cues, spatial distances, touch,
and the use of objects and settings to convey messages (Hussein & Mahmood,
2020). Nonverbal communication can be seen in a variety of circumstances,
including social encounters, online communication, and workplace settings.
In the context of infants, nonverbal communication is frequently manifests
as more overt activity expressions and is regarded as a kind of emotional
expression (Liu, 2023). Before they learn to speak, infants primarily express
their needs and feelings through nonverbal signs (Liu, 2023). For caregivers and
educators to properly respond to infants' needs and offer them the assistance
they require, they must understand and interpret nonverbal cues.
Online communication amongst junior high school students also heavily
emphasizes nonverbal communication. In online communication, nonverbal
cues including facial expressions, gestures, posture, eye contact, and voice tone
are frequently used (Real et al., 2021). It is crucial to remember, however, that
nonverbal signs used in online communication can be misunderstood, which
emphasizes the necessity of clear and efficient communication strategies in
digital settings.
The ability to communicate nonverbally is a skill that prospective teachers
must master. According to Darinskaia and Molodtsova (2019), professional
culture and communication competency include nonverbal communication
skills. Strong nonverbal communication abilities enable teachers to engage
students, effectively communicate information, and foster a healthy learning
environment.
According to the study by (Marcinowicz et al., 2010), there are many
different types of nonverbal communication. These kinds consist of:
1. Eye contact: Making eye contact with another individual is a nonverbal
communication behavior that involves using visual contact. It is used to
spread ideas, build relationships, and transmit social and emotional
clues. Eye contact is vital in interpersonal interactions and can affect
communication dynamics. Maintaining eye contact can be difficult for
people with Autism Spectrum Disorder (ASD), and they may have less
eye contact than people who are usually developing (Asada et al., 2016).
Individuals freely fixate on various parts of the partner's face while
maintaining voluntary but sporadic eye contact (Jiang et al., 2016).
According to neuroscientific theories, making eye contact conveys the
intention to engage with others and generates reactions in the brain's
arousal and affective systems, particularly in the amygdala (Jiang et al.,
2016). The temporal lobe, prefrontal cortex, parietal lobe, and visual
cortex are among the brain structures that underlie eye contact (Jiang et
al., 2016).
2. Facial expressions: Facial expressions are the movements and
expressions of the face that are used to portray feelings, attitudes, and

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Vol.2, No.8, 2023: 1939-1956
intentions. They are a potent kind of nonverbal communication that can
convey significant social and emotional indicators about a person. A
considerable degree of universality exists in facial expressions, with
certain emotions being understood in all cultures. For instance, a smile
typically indicates enjoyment, but a frown typically indicates
unhappiness or disapproval. Intensity, length, and context of facial
expressions can also change, offering more details about the emotional
experience. There are some general patterns that can be observed in the
perception of facial expressions, however these are impacted by cultural
and individual influences.
3. Touch: Making physical contact with another individual while
communicating nonverbally is known as touch. It can be used to express
affection, support, or comfort and is crucial for interpersonal
interactions. Touch can vary in intensity, duration, and placement, and
the meaning it conveys might depend on personal preferences as well as
societal standards. According to research, touch can have physiological
and psychological consequences, including those that lower stress, foster
a sense of trust and connection, and communicate empathy. But it's
crucial to remember that any touching should always be mutual and
acceptable for the situation.
4. Interpersonal distance: During encounters, the proximity of people to
one another is referred to as interpersonal distance. It conveys social and
emotional interactions through nonverbal cues. With some cultures
appreciating closer contact during conversations and others preferring
more personal space, interpersonal distance norms vary across countries
and settings. Personal space is a relative concept that varies depending
on context, including familiarity, cultural background, and the type of
connection. According to research, the degree of comfort, intimacy, and
power dynamics in social encounters can be affected by interpersonal
distance.
5. Gestures: Hand gestures and body language are used to highlight or
express message in gestures. They can differ among cultures and can be
planned or unplanned. By adding emphasis or clarity to the message and
giving visual cues, gestures can improve verbal communication. They
can also communicate attitudes, intentions, and feelings. According to
research (Fay et al., 2013), gesture-based communication can be more
precise and effective than non-linguistic vocalization alone. The use of
gestures in nonverbal communication is crucial because they may
effectively express meaning and aid in comprehending.
6. Posture: During conversations, people's bodies are positioned according
to their posture. It can communicate attitudes, assurance, receptivity, and
social standing. A slouched or closed posture, for instance, can
communicate defensiveness or disinterest while an upright and open
posture can show confidence and approachability. Additionally, posture
might change based on personal preferences and cultural standards. It is

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a significant nonverbal cue that can affect how people perceive you and
the way that social encounters unfold.
7. Tone of voice: Tone of voice refers to the use of vocal intonation, pitch,
and rhythm to convey emotions, emphasis, or meaning. It is an aspect of
nonverbal communication that is paralinguistic. The tone of voice can
express a variety of emotions, including joy, rage, grief, or sarcasm.
Additionally, it can be employed to highlight specific words or phrases,
convey moods, or make the speaker's intentions clear. The way we
interpret and comprehend verbal signals depends a lot on how we speak.
8. Dress: Dress is the term for people's outward appearance and attire,
which can indicate social standing, competence, cultural identity, and
personal flair. People's appearance can affect how others see them and
convey a variety of messages about their personalities, attitudes, and
connections. The appropriate attire can change based on the situation,
such as formal wear for business settings or traditional clothing for
cultural occasions. It is a crucial component of nonverbal communication
that influences the overall impression and image people portray.
In education, nonverbal communication is extremely important. In
addition to vocal instruction, nonverbal communication in the classroom can
convey significant information and cues that improve knowledge and
engagement (Surkamp, 2014). It enhances the transfer of musical knowledge
and contributes to the development of a good and encouraging learning
environment (Simones et al., 2013). Nonverbal signals, such as gestures, can
reinforce verbal lessons and provide visual displays of musical expression,
interpretation, and skill (Simones et al., 2013). Additionally, they have the
ability to inspire and motivate students by expressing their emotions and
passion (Simones et al., 2013).
In addition, nonverbal communication is crucial in cross-cultural
interactions and the teaching of other languages (Surkamp, 2014). Nonverbal
cues are crucial for expressing meaning, building rapport, and picking up on
cultural quirks (Surkamp, 2014). Students' communicative skills and knowledge
of cultural differences are enhanced when nonverbal communication is
included in foreign language instruction (Surkamp, 2014). By acknowledging
the significance of nonverbal phenomena in texts, it also improves literary
competency (Surkamp, 2014).
Considering non-verbal communication plays a role that is very important
in creating an effective and inspiring environment of learning, in this paper, the
usage of non-verbal communication by teachers in the highly popular YouTube
video titled "How to teach Kids | from a Prague kindergarten, part 2 | English
for Children" (https://www.youtube.com/watch?v=9DNwRwt5kI4&t=272s) is
analyzed.

METHODS
Based on the non-verbal communication classification by Marcinowicz et
al. (2010), which includes Eye contact, Facial expressions, Touch, Interpersonal
distance, Gesture, Posture, Tone of voice, and Dress, this study adopts a

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Vol.2, No.8, 2023: 1939-1956
qualitative approach to analyze the teacher's communication strategies in the
video "How to teach Kids | from a Prague kindergarten, part 2 | English for
Children". Because the goal of this research is to understand and explain
complex circumstances within the context of teaching English to youngsters, a
qualitative method is used.
Video Choice. The study objectives are taken into consideration when
selecting the film for analysis. The video "How to teach Kids | from a Prague
kindergarten, part 1 | English for Children" was chosen because it addresses
the topics that need to be looked into in order to teach English to children. Over
9 million people have watched the video, which is quite well-liked.
Data gathering. Data collection is carried out by watching videos together
and noting any instance of non-verbal communication that is pertinent and fits
the predetermined classification.
Analysis of data. The analysis of the data was done in stages. In order to
comprehend the context, nonverbal communication, and the aspects to be
evaluated, the movie was first frequently watched. Then, utilizing Marcinowicz
et al.'s classification as the analytical framework, pertinent data were gathered
and examined. To aid in future analysis, the data was also preserved as
transcripts.
Reliability and Validity. Steps including data triangulation, thorough
documenting of the analysis process, and researcher reflexivity were carried out
to assure the validity and dependability of the research. This ensured that the
conclusions and interpretation of the research results were supported by solid
and trustworthy data.

RESULTS AND DISCUSSION

The video showed the use of several nonverbal communication strategies
by teachers. The non-verbal communication used include Eye contact, Facial
expressions, Touch, Interpersonal distance, Gesture, Posture, Tone of voice, and
Dress.

Eye contact
First, the teachers use strong and maintained eye contact with the children
when interacting with them. The instructors in this video consistently use eye
contact to attract the children's attention. With sharp eye gaze, the instructors
can draw the students' focus and engage them actively in the learning process.
Sometimes, the instructors gently touch the children's chin or direct their eye
gaze in the right direction, thus helping the children stay focused and connect
with the material.
Moreover, eye contact is used to increase verbal and non-verbal
communication. The instructors in this video often look directly into the eyes of
the children when speaking, giving instructions, or conveying praise. This
creates a sense of trust and warmth because the children feel heard and
empowered in their learning process. Instructors also use eye contact to read
the children's body language and respond appropriately to their expressions,
thus building closeness and mutual understanding.

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Furthermore, the teachers in this video use eye contact as a tool to direct
active participation from the children in classroom activities. When asking the
students, the teachers look directly into the eyes of the targeted children,
allowing them to provide answers. This creates an inclusive and supportive
environment where every child feels encouraged to participate without fear or
shame.
Eye contact is very important in learning English because it can help
strengthen the connection between words and their meanings. By looking
directly into the children's eyes when delivering new words or sentences in
English, the teachers help them better understand the importance and usage of
those words, thus facilitating the language learning process more effectively.
Strong eye contact helps build connections between teachers and children
and shows the teacher's attention and presence in the learning process (Diu et
al., 2020). Research shows that consistent use of eye contact can improve the
quality of interactions between teachers and students and strengthen
interpersonal relationships (Diu et al., 2020).
Strong and maintained eye contact during teaching children has many
benefits and is important to build a good relationship between teachers and
children. In teaching mathematics to young children, parents need to be
involved in instilling mathematical concepts in children, especially during the
Covid-19 pandemic when learning activities are fully conducted from home
(Amalina, 2020). In at-home mathematics learning, parents can use strong and
maintained eye contact with children to show their attention and presence in
education (Amalina, 2020).
Research shows that consistent use of eye contact can improve the quality
of interactions between teachers and students and strengthen interpersonal
relationships (Amalina, 2020). In the context of mathematics learning for young
children, strong and maintained eye contact can help build connections
between teachers and children and show the teacher's attention and presence in
the learning process (Amalina, 2020). This can improve the motivation and
participation of children in mathematics learning.
In addition, strong and maintained eye contact can also help deliver
messages and instructions more clearly and effectively. When teachers use
strong eye contact with children, they can strengthen children's understanding
of learning material and build effective communication (Amalina, 2020). In
mathematics learning for young children, strong eye contact can help them
understand mathematical concepts better and increase their ability to solve
mathematical problems (Amalina, 2020).
Furthermore, strong and maintained eye contact also can create a
comfortable and safe learning atmosphere for children. When teachers use
strong eye contact, they can show attention and concern toward children,
increasing their self-confidence and motivation in learning (Amalina, 2020). In
mathematics learning for young children, high self-confidence can help them
overcome fear or anxiety towards mathematics, so they can learn better and
achieve better results in mathematics learning (Amalina, 2020).

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In short, strong and maintained eye contact during teaching children has
many benefits. Strong eye contact can help build a good relationship between
teacher and children, increase the quality of interactions, strengthen children's
understanding of learning material, and create a comfortable and safe learning
atmosphere. Therefore, it is important for teachers and parents to use strong
and maintained eye contact in children's learning, especially in mathematics
learning for young children.

Facial expressions
Furthermore, the teachers also use cheerful, enthusiastic, and friendly
facial expressions when interacting with children. Here is a description of the
usage of cheerful, enthusiastic, and friendly facial expressions by teachers in the
video:
Cheerful Smile: The teachers in this video often display cheerful smiles
when interacting with children. Warm and friendly smiles show that the
teachers are happy and enthusiastic about teaching and being around the
children. These smiles create a pleasant environment and invite children to feel
comfortable and open in communication.
Enthusiastic Facial Expression: When introducing new words or phrases
in English, the teachers show enthusiastic facial expressions. They use bright
and energetic faces to demonstrate how enjoyable and exciting learning English
can be. Such expressions encourage children to be interested and active in
participating in learning.
Entertaining Facial Expressions: The teachers show entertaining facial
expressions when teaching fun vocabulary or engaging in role-playing
activities. For example, they may use surprised, joyful, or quirky expressions to
bring fun aspects into the learning. These entertaining facial expressions create
a cheerful atmosphere and invite laughter and joy from the children.
Warm Eye Contact: Additionally, these teachers show friendly and
attentive eye contact when speaking with the children. This eye contact shows
that the teachers genuinely listen to and are interested in what the children say.
It creates a sense of trust and closeness between the teachers and students.
Supportive Facial Expressions: When children provide answers or
participate in class activities, the teachers show supportive and appreciative
facial expressions. They respond positively with cheerful and enthusiastic
expressions, giving confidence to the children and recognizing their efforts.
Positive and enjoyable facial expressions can create a fun learning
atmosphere and motivate children to participate actively in learning (Diu et al.,
2020). Research also shows that the appropriate use of facial expressions can
help convey emotions and messages more clearly and effectively (Diu et al.,
2020).
The importance of cheerful, enthusiastic, and friendly facial expressions
when interacting with children in the learning process can be seen in several
conducted studies. Research by Tsalisah and Syamsudin (2022) indicates that
online learning can decrease the motivation of early childhood learners
(Tsalisah & Syamsudin, 2022). Children face obstacles in learning, such as a lack

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of understanding of the material from parents, excessive gadget use, and

declining disciplinary behavior (Tsalisah & Syamsudin, 2022).
In this context, teachers' cheerful, enthusiastic, and friendly facial
expressions when interacting with children can help increase their motivation
to learn. Research by Azizah and Koesmadi (2021) demonstrates that giving
animated rewards can enhance the motivation of early childhood learners
during online learning (Azizah & Koesmadi, 2021). Cheerful and enthusiastic
facial expressions from teachers when giving animated rewards can create a fun
learning atmosphere and motivate children to learn diligently (Azizah &
Koesmadi, 2021).
Additionally, cheerful, enthusiastic, and friendly facial expressions can
also help build positive relationships between teachers and children. Research
by Efendi et al. (2017) shows that the use of new media in learning can influence
the social interaction patterns of children (Efendi et al., 2017). Cheerful and
friendly facial expressions from teachers can create emotional bonds and
strengthen nonverbal communication between teachers and children (Tsalisah
& Syamsudin, 2022). This can boost children's confidence in communicating
and interacting with others.
Furthermore, cheerful, enthusiastic, and friendly facial expressions can
also assist in understanding and interpreting messages conveyed by teachers.
Children understand and respond better to messages with clear and expressive
facial expressions (Tsalisah & Syamsudin, 2022). Cheerful and enthusiastic
facial expressions can help children understand the emotions conveyed and
reinforce their understanding of learning material (Tsalisah & Syamsudin,
2022).
Overall, using cheerful, enthusiastic, and friendly facial expressions when
interacting with children in the learning process plays a significant role.
Cheerful and enthusiastic facial expressions can enhance children's motivation
to learn, build positive relationships, reinforce the understanding and
interpretation of messages, and create a pleasant learning atmosphere.
Therefore, teachers need to use appropriate and expressive facial expressions
when interacting with children in the learning process.

Touch
In the video, the teachers use physical touch to convey the children's
comfort, support, or affection. This physical touch reflects warmth and the
teacher's attention to the students, which can create a loving and supportive
learning environment. The following is a description of the use of touch in the
video:
Touch on the Shoulder or Back: In addition to hugs, teachers also use
physical touches, such as patting the shoulder or stroking the back of the
children, as a form of reinforcement or praise. When the children give correct
answers or actively participate in class, the teacher provides friendly touches as
a form of appreciation and encouragement. This touch creates confidence and
acknowledges the efforts of the children.
Accompanying in Activities: At certain moments, the teachers attend the
children in various learning activities, such as role-playing or group activities.
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Teachers mingle with the children, embrace them, or stand close to them during
learning activities, creating a strong emotional bond and enhancing the
connection between teachers and students.
Directing Physical Movements: When teaching words or specific physical
movements, the teachers use physical touch to guide the children. For example,
the teachers show the children to move their hands or bodies according to the
instructions, helping them understand and follow the directions better.
Physical touch is important in conveying comfort, support, and affection
to the children during teaching. Although important, it is also essential to pay
attention to the existing limitations and policies in the context of children's
education.
The importance of physical touch in teaching children can be seen in
several studies that have been conducted. Research by Mustika (2021) shows
that the use of educational toys involving physical touch, such as touching
picture cards, can help children understand and implement religious teachings
(Mustika, 2021).
Furthermore, physical touch can also provide comfort and security to
children. Research by Wardani et al. (2022) shows that parenting styles
involving physical contact, such as hugging or light patting, can help form
emotional bonds between parents and children (Wardani et al., 2022).
Affectionate physical touch can provide children with a sense of safety and
comfort, making them feel supported and connected to their teachers.
However, it is also important to consider the existing limitations and
policies in the context of children's education. Physical touch should be done
with caution and respect for the privacy and boundaries of individual children.
Teachers and educators should ensure their physical contact does not violate
school policies or prevailing social norms.
Moreover, it is essential to consider the preferences and comfort of
individual children. Some children may feel uncomfortable with physical touch,
and it is important to respect their choices. Alternative methods, such as
attentive verbal communication, friendly facial expressions, and supportive
body language, can also convey comfort, support, and affection to children.
Overall, physical touch is important in conveying comfort, support, and
affection to children during teaching. However, it is also important to consider
the existing limitations and policies and respect the preferences and comfort of
individual children. Teachers and educators can use alternative methods, such
as attentive verbal communication and supportive body language, to convey
comfort, support, and affection to children.

Interpersonal distance.
In the video, teachers use interpersonal or social distance to communicate
social and emotional relationships with the children. The intentional use of
physical space reflects the teacher's approach to creating strong emotional
bonds and giving the students messages of affection and support. The following
is a description of the use of interpersonal distance by the teachers in the video:
Speaking at Eye Level: When communicating with the children, teachers
adjust interpersonal distance by speaking at the children's eye level. This means
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the teacher lowers their body position to be at the children's eye level, which
creates feelings of equality and removes barriers in communication.
Directing Attention: Teachers use interpersonal distance to lead the
children's attention to objects or pictures relevant to the learning material. For
example, the teacher approaches the image or object they want to show the
children so they become more focused and engaged in learning.
The intentional use of physical distance in the teaching process reflects the
teacher's approach to creating strong emotional bonds and giving the students
messages of affection and support. In the context of children's learning, it is
important to consider individual needs and preferences and adhere to
applicable policies and guidelines.
The intentional use of physical distance can create a safe and comfortable
space for the children. In learning situations, teachers can use appropriate
physical distance to provide privacy and respect the individual boundaries of
the children. This can help the children feel more comfortable and open in
interacting with teachers and peers.
Moreover, using physical distance can also help build positive
relationships between teachers and children. Teachers can demonstrate
appreciation, respect, and value for the children's privacy by giving them
enough physical space. This can create a strong emotional bond between
teachers and children and give them messages of affection and support.
The intentional use of physical distance in the teaching process reflects the
teacher's approach to creating strong emotional bonds and giving the students
messages of affection and support. By considering individual needs and
preferences, as well as adhering to applicable policies and guidelines, teachers
can create a learning environment that is safe, comfortable, and supportive for
the children (Wicaksono & Nurfianti, 2021).

Gesture
In the video, teachers use gestures or expressive hand and body language
to describe words, phrases, and actions related to the learning material. First,
the teacher in this video uses gestures and body language to demonstrate
physical movements related to the words or phrases being taught. For example,
when learning words like "run," "jump," or "clap," the teacher actively
demonstrates corresponding body movements. This helps children better
understand the meaning of these words visually and kinesthetically,
strengthening the connection between words and their related actions.
Second, when teaching vocabulary related to emotions, the teacher uses
gestures and clear facial expressions to portray specific feelings. For instance,
when teaching the word "happy," the teacher smiles widely and shows a clear
indication of happiness, while for the word "sad," their facial expression
changes to look sad. This helps children associate words with feelings and
develop an understanding of emotions.
Third, the teacher in this video often uses visual signs with hands or
fingers to represent words or phrases related to the English language. For
example, when teaching animal names, the teacher will portray the gesture of a

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Vol.2, No.8, 2023: 1939-1956
horn for "unicorn" or form a circle with their fingers to indicate the size "small"
or "big." These visual signs help clarify the meanings of words and make them
easier for children to remember.
Fourth, the teacher uses hand or body language to direct the children's
attention to objects or pictures relevant to the learning material. For example,
when teaching fruit names, the teacher points to the displayed fruit picture on
the screen or nearby. This helps children focus on the taught content and
understand the connection between gestures and the learning material.
Fifth, the teacher also uses expressive gestures such as applause, head
nods, and other hand movements as a form of praise and encouragement for
children who actively participate in the learning process. This creates a positive
environment and motivates children to participate enthusiastically in-class
activities.
Using gestures can help visualize abstract concepts and reinforce students'
understanding of the learning material (Diu et al., 2020). Research shows that
using gestures in learning can increase student engagement and improve their
understanding of the material (Diu et al., 2020).
Gestures or expressive hand and body language play an important role in
describing words, phrases, and actions related to the learning material.
Research shows that gestures can enrich verbal communication and aid in
language understanding (Skipper et al., 2009). Gestures can provide additional
information that helps clarify and elaborate the conveyed messages, especially
when the words or phrases have ambiguous or complex meanings (Skipper et
al., 2009).
Gestures can also aid in visualizing abstract concepts and reinforce
students' understanding of the learning material (Chikiwa, 2021). In math
learning, gestures can describe geometric shapes, mathematical operations, or
the relationships between mathematical concepts (Chikiwa, 2021). Gestures
help students understand and retain information better and enhance student
engagement and participation in learning (Chikiwa, 2021).
Furthermore, gestures can help build relationships between teachers and
students. Expressive gestures can create emotional bonds and strengthen
nonverbal communication between teachers and students (Simones et al., 2013).
Gestures can help convey the teacher's emotions, interests, and enthusiasm
toward the learning material, influencing students' motivation and
participation in learning (Simones et al., 2013). Gestures also contribute to
creating a fun and interactive learning atmosphere.
Additionally, gestures can positively impact second language or weaker
language learning. Research shows that using gestures when teaching words in
a second language can enhance students' understanding and mastery of
vocabulary (Nicoladis, 2007). Gestures help associate words with specific hand
movements, reinforcing the connection between words and their meanings in
the second language (Nicoladis, 2007).
Overall, gestures or expressive hand and body language play an
important role in describing words, phrases, and actions related to the learning
material. Gestures can enrich verbal communication, visualize abstract

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concepts, build teacher-student relationships, and enhance students'

understanding and participation in learning. Therefore, teachers need to use
appropriate and expressive gestures in teaching to improve the effectiveness
and quality of learning.

Posture
In the video, teachers use posture or body posture to interact with the
children. Posture refers to how individuals position their bodies during
interactions. The use of posture reflects the teacher's approach to creating
strong emotional bonds and giving the students messages of affection and
support. The following is a description of the use of posture by the teachers in
the video:
Open Body Posture: The teachers in the video demonstrate an open body
posture when interacting with the children. They stand and sit with their backs
straight, shoulders open, and hands hanging by their sides. This relaxed body
posture reflects openness and warmth, showing the teachers ready to listen and
interact with the students.
Confident Attitude: The teachers in the video display a posture that shows
confidence while teaching. They stand and sit upright, with their heads held
high, and deliver the learning material with full conviction. This confident
attitude reflects the teachers' expertise and skills in teaching English, which can
influence the children's confidence in learning.
Adjusting to Children's Height: When interacting with younger children,
the teachers in the video adjust their body posture to match the children's
height. They may bend or sit to be at the children's eye level, creating a closer
connection and removing communication barriers.
Friendly and Open Posture: The teachers display a friendly and open
posture to create a pleasant and positive learning environment. This friendly
and open body posture invites warm and familiar interactions, making the
children feel comfortable and confident when speaking with the teachers.
The Posture that Supports Collaboration: Teachers adjust their posture
during group activities or role-playing to support collaboration with the
children. They may sit or stand near the children's groups, providing guidance
and encouraging active participation from each group member.
Research by Poerwati et al. (2021) shows that the Problem-Based Learning
(PBL) model based on simple experiments can improve children's critical
thinking skills, self-directed learning, and information-seeking skills (Poerwati
et al., 2021). In PBL learning, good posture can help children collaborate,
communicate, and think critically as they work together to solve problems
(Poerwati et al., 2021).
Furthermore, good posture reflects the teacher's caring attitude and
support towards the children. A friendly, open, and responsive stance can
create strong emotional bonds between teachers and children (Amalia et al.,
2021). In early childhood learning, good posture can help children feel heard,
valued, and supported by the teacher, increasing their motivation and
participation in learning.

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Tone of voice
In addition, teachers use a variety of tones of voice, such as cheerful,
enthusiastic, and attention-grabbing intonations, to interact with the children.
Here is a description of how the varying tone of voice is applied in the video:
Excitement: The educators in this video demonstrate a tone of voice full of
excitement when introducing new English words, phrases, or concepts to the
children. Their voices sound enthusiastic and energetic, reflecting their joy and
eagerness to teach. This excitement is contagious to the students and makes
them more excited about learning English.
Enthusiasm: When teaching new vocabulary or classroom activities,
teachers show a tone of voice full of confidence. They use intonation focused on
delight and joy, giving the impression that learning English is a fun and
refreshing experience for the children.
Warmth: Teachers use a warm and friendly tone when interacting with the
children. Their voices sound attentive and gentle, creating a comfortable and
supportive learning environment. This warmth helps children feel accepted and
connected with their teachers, thus enhancing the quality of the learning
interaction.
Clarity: When explaining concepts or instructions, teachers use a tone of
voice that is clear and firm. They articulate words well and use stable intonation
to ensure that the children can understand the message clearly.
Playfulness: In teaching English, educators demonstrate a playful and
cheerful tone of voice. They incorporate funny sounds or express different vocal
expressions, creating a lively and enjoyable atmosphere in the classroom. This
approach makes learning English an exciting and entertaining experience for
the children.
Encouragement: When children participate or provide answers, teachers
offer praise and encouragement with a positive and empowering tone of voice.
Their voices sound supportive, motivating and inspiring children to be more
active in the learning process.
The appropriate tone of voice can create a pleasant learning atmosphere
and motivate children to actively engage in learning (Diu et al., 2020). Research
also shows that varying tones of voice can help deliver information more
effectively and strengthen students' understanding (Diu et al., 2020).
The use of varied tones of voice, such as cheerful, enthusiastic, and
attention-grabbing intonations, is essential in early childhood learning. In early
childhood learning, teachers using cheerful and enthusiastic tones of voice can
create a fun and motivating learning environment for the children (Marwiyati &
Istiningsih, 2020). Such tones of voice can be contagious to children, increasing
their motivation to learn (Marwiyati & Istiningsih, 2020).
Moreover, using varied tones of voice can also help convey information
more effectively and enhance children's understanding of the learning material
(Marwiyati & Istiningsih, 2020). When teachers use enthusiastic and attention-
grabbing tones of voice, children become more interested and engaged in
learning (Marwiyati & Istiningsih, 2020). Varying tones of voice can help

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maintain children's attention and make them more focused during learning
(Marwiyati & Istiningsih, 2020).
The importance of using varied tones of voice is also related to developing
children's communication skills. In early childhood learning, using various
tones of voice can help children develop listening, understanding, and
responsive skills (Tsalisah & Syamsudin, 2022). Children can learn to recognize
and understand various nuances and intonations of different tones of voice,
thus enabling them to interpret messages more effectively (Tsalisah &
Syamsudin, 2022). This helps in developing children's verbal and nonverbal
communication skills.
Furthermore, using varied tones of voice can also create an emotional
bond between teachers and children. Cheerful and enthusiastic tones of voice
can make a positive and enjoyable learning atmosphere and strengthen the
relationship between teachers and children (Marwiyati & Istiningsih, 2020).
Children feel more comfortable and connected to teachers who use friendly and
attention-grabbing tones of voice (Marwiyati & Istiningsih, 2020). This boosts
children's confidence in communicating and interacting with others.

Dress
In the video, the teacher is seen wearing casual clothing with bright red
color. The teacher in this video is wearing casual clothes consisting of a bright
red-colored shirt. This bright red color gives a cheerful, enthusiastic, and
energetic impression, which aligns with the interactive teaching atmosphere for
children. The choice of bright and fun clothing reflects the teacher's friendly and
warm approach, which builds a positive relationship with the students.
The bright red color can also attract the children's attention and interest
them in the teacher and what is being taught. The teacher's bright red shirt adds
a fun and enthusiastic touch to the material presentation, making English
language learning more exciting and entertaining for children.
The use of casual clothing also reflects a relaxed and familiar atmosphere
in the classroom. By wearing comfortable and not overly formal clothes, the
teacher creates a more open environment and easily interacts with the children.
Children may feel more comfortable communicating and participating in class
activities with a teacher who looks relaxed and friendly.
Furthermore, the bright red color can also express enthusiasm for teaching
and interacting with children. Teachers may intentionally choose bright red
colors to show their enthusiasm and excitement in teaching. This can motivate
children to be more enthusiastic in paying attention and participating in English
language learning.
Choosing appropriate dress can create a comfortable learning atmosphere
and strengthen teacher-student relationships (Diu et al., 2020). Research shows
that a teacher's appearance can influence students' perceptions of their
credibility and trust in the teacher (Diu et al., 2020).
Wearing casual clothing with bright colors in teaching children has several
advantages. Research shows that bright colors, such as primary colors, are
preferred by children (Fikriyah & Sukmawati, 2022). Using bright colors in

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Vol.2, No.8, 2023: 1939-1956
clothing can create a cheerful and fun atmosphere in learning (Fikriyah &
Sukmawati, 2022). This can increase the interest and enthusiasm of children in
learning.
Additionally, using casual clothing with bright colors can create a relaxed
and comfortable atmosphere in learning (Danauwiyah & Dimyati, 2021).
Children tend to be more relaxed and engaged in learning when teachers wear
less formal clothes (Danauwiyah & Dimyati, 2021). Casual clothing can also
reflect a more personal and friendly approach to interactions between teachers
and children.
The importance of using casual clothing with bright colors is also related
to the visual influence on learning. A teacher's appearance, including the
clothes worn, can influence children's perceptions and attitudes toward the
teacher (Danauwiyah & Dimyati, 2021). Using casual clothing with attractive
bright colors can capture children's attention and make them more interested in
learning (Fikriyah & Sukmawati, 2022). This can increase children's engagement
and participation in learning.
Moreover, using casual clothing with bright colors can also create a
positive and enjoyable atmosphere in learning (Danauwiyah & Dimyati, 2021).
Bright colors can affect children's moods and emotions (Fikriyah & Sukmawati,
2022). When children feel happy and comfortable with the learning atmosphere,
they are more open and receptive to the information conveyed by the teacher.
Overall, using casual clothing with bright colors in teaching children is
important. Using bright colors in clothing can create a cheerful and enjoyable
atmosphere, increase children's interest and enthusiasm in learning, create a
relaxed and comfortable atmosphere, enhance children's engagement and
participation in learning, and create a positive and enjoyable learning
environment. Therefore, teachers need to consider the use of casual clothing
with bright colors in teaching children.

CONCLUSION
Overall, using nonverbal communication strategies such as eye contact,
facial expressions, gestures, tone of voice, and dress by the teacher in the video
can enhance the quality of learning and build a good relationship between
teachers and students. These strategies can create a fun learning atmosphere,
motivate students, and strengthen their understanding of the learning material.

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Maisarah, Putri, Fauziyah, Saifuddin, Nurcahyani, Najih, Bakri

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