Students’ affective learning factors in learning English on teachers’ nonverbal immediacy

Authors

  • Fauzan Hari Sudding Sally Universitas Negeri Makassar, Makassar 90221, Indonesia

DOI:

https://doi.org/10.33750/ijhi.v1i3.18

Keywords:

Nonverbal immediacy; students’ attitude; students’ motivation

Abstract

This study aims at finding out how the students perceive teachers’ nonverbal immediacy that affects their attitude in learning English. Also, this study investigates how the students perceive teachers’ nonverbal immediacy that affects their motivation in learning English. The researcher used observation and questionnaires to collect the data. The results of this study showed that fifteen out of sixteen teachers’ nonverbal immediacy behaviors were perceived positively in affecting the students’ positive attitude in learning English. Similarly, this study also showed that fifteen students perceived the teachers’ nonverbal immediacy behavior affected their motivation in learning English. The researcher concluded that the students would have a positive attitude and high motivation in learning English if a teacher employs nonverbal immediacy behaviors suitably in her teaching or interaction with the students.

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Published

2018-09-28

How to Cite

Sudding Sally , F. H. (2018). Students’ affective learning factors in learning English on teachers’ nonverbal immediacy. International Journal of Humanities and Innovation (IJHI), 1(3), 140–149. https://doi.org/10.33750/ijhi.v1i3.18

Issue

Section

Research Article