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All Journal ELT Worldwide: Journal of English Language Teaching J-Simbol: Jurnal Magister Pendidikan Bahasa dan Sastra Indonesia Journal on Education Jurnal Pendidikan dan Konseling JIIP (Jurnal Ilmiah Ilmu Pendidikan) Literatus UTAMAX : Journal of Ultimate Research and Trends in Education ENGLISH FRANCA : Academic Journal of English Language and Education Indo-MathEdu Intellectuals Journal Kajian Linguistik Al-Hijr: Journal of Adulearn World Jurnal Multidisiplin Madani (MUDIMA) Al-MIKRAJ: Jurnal studi Islam dan Humaniora Edukasia: Jurnal Pendidikan dan Pembelajaran Indonesian Journal of Interdisciplinary Research in Science and Technology (MARCOPOLO) PEDAGOGIC: Indonesian Journal of Science Education and Technology SUMIKOLAH Research Psychologie, Orientation et Conseil
Nurhayati Nurhayati
English Department, Universitas Klabat, Manado
Religion Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Non-Verbal Communication and Its Role in Teacher-Student Interaction: A Literature Review Nurhayati, Nurhayati; Dollah, Syarifuddin
ELT Worldwide: Journal of English Language Teaching Vol 12, No 1: April
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v12i1.74303

Abstract

This study aims to explore the role of non-verbal communication in teacher-student interactions, focusing on its impact on learning, engagement, and classroom dynamics. Non-verbal communication, encompassing gestures, facial expressions, body language, and eye contact, is often an unspoken but powerful aspect of interpersonal communication in educational settings. The research methodology involved a literature review of existing studies and scholarly articles published over the last two decades, providing insights into how non-verbal cues influence the classroom environment. The findings highlight that non-verbal communication plays a crucial role in fostering effective teacher-student relationships, enhancing student engagement, and conveying emotions, intentions, and feedback that may not be expressed verbally. Key aspects such as teachers' use of positive body language, facial expressions, and non-verbal cues were found to significantly impact student motivation, comfort, and learning outcomes. Furthermore, the review identifies cultural differences in the interpretation of non-verbal signals and emphasizes the importance of teachers' awareness of these factors. Based on the findings, it is recommended that teacher training programs incorporate training on non-verbal communication skills to improve classroom interaction. Additionally, future research should explore the interaction between verbal and non-verbal cues in different educational contexts and across diverse cultural settings. In conclusion, non-verbal communication is an integral component of effective teacher-student interaction, shaping the educational experience in subtle but profound ways. Teachers who are attuned to non-verbal signals can create a more supportive and engaging learning environment, ultimately enhancing student learning outcomes.
Students’ Perception of Using English Learning Youtube Channels in Improving Their Vocabulary Nurhayati, Nurhayati; Nakluy, Erni Wendelina
Indo-MathEdu Intellectuals Journal Vol. 6 No. 8 (2025): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v6i8.4665

Abstract

The main objective of this study is to understand students' perceptions of using English learning YouTube channels to improve vocabulary, viewed from the ease of use of English learning YouTube channels. This study uses a quantitative method with a descriptive analysis design. The instrument used in this study is a questionnaire. The respondents of this study are 8th-grade students at a public junior high school in Airmadidi, North Minahasa, with a total of 130 students. The analysis results show that students' perceptions of the ease of use of the English learning YouTube channel are positive, which can motivate them to improve their vocabulary. Students' perceptions of the usefulness of the English learning YouTube channel are also positive, meaning that the channel can help them in enhancing their vocabulary. Students' perceptions of attitudes towards using the English learning YouTube channel are also positive in improving their vocabulary. Therefore, it can be concluded that students' perceptions of using the English learning YouTube channel are positive, as reflected in the indicators of using the YouTube channel. Consequently, students can use the YouTube channel as an additional means to improve their vocabulary.
Developing Social-Emotional Learning (SEL) Competencies Through Cooperative Learning Strategies in the Classroom Nurhayati, Nurhayati; Fariq, Aiman; Amir, Syafiq
Research Psychologie, Orientation et Conseil Vol. 2 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/rpoc.v2i5.2889

Abstract

Social-Emotional Learning (SEL) has gained increasing attention as a critical component of holistic education that supports students’ academic success, well-being, and interpersonal competence. This study aims to examine the effectiveness of cooperative learning strategies in developing students’ SEL competencies within classroom settings. A quasi-experimental mixed-methods design was employed involving an experimental group exposed to structured cooperative learning activities and a control group receiving conventional instruction. Quantitative data were collected using standardized SEL questionnaires measuring self-awareness, self-management, social awareness, relationship skills, and responsible decision-making, while qualitative data were obtained through classroom observations and reflective student responses. The findings reveal significant improvements in overall SEL competencies among students participating in cooperative learning, with the strongest gains observed in relationship skills and social awareness, followed by self-management and responsible decision-making. Observational data corroborate these results by demonstrating enhanced peer interaction, emotional regulation, and a more supportive classroom climate. The study concludes that cooperative learning provides authentic social contexts that enable students to practice and internalize SEL competencies through structured interaction and shared responsibility. The novelty of this research lies in its integrative perspective that positions cooperative learning not only as an academic instructional strategy but as a deliberate and sustainable approach to SEL development embedded in everyday classroom practice.
Enhancing Academic Writing Proficiency: A Data-Driven Study on EFL Students’ Challenges and Needs Nurhayani, Nurhayani; Sedubun, Stenlly
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 6 No. 3 (2026): PEDAGOGIC: Indonesian Journal of Science Education and Technology (In-Press)
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v6i3.5498

Abstract

Academic writing is an important skill but remains a challenge for students of English as a Foreign Language in higher education. This study aims to analyse the academic writing abilities of sixth-semester EFL students in terms of their language proficiency, the language problems they face, and their perceived learning needs regarding academic writing. This study employed a quantitative descriptive method involving 34 students as respondents. Data were collected via a structured questionnaire comprising multiple-choice questions, checklists, and a Likert scale. The data were analysed using descriptive statistics to illustrate trends in students’ abilities, problems, and needs. The results indicate that the majority of students are at an intermediate proficiency level, with the main challenges lying in the ability to produce analytical, coherent, and cohesive writing, as well as weaknesses in paragraph organisation and grammar. Furthermore, students demonstrated a high need for more effective academic writing learning models, particularly those emphasising the pre-writing stage and idea development. These findings highlight the importance of developing an academic writing curriculum that is student-centred and capable of integrating linguistic aspects and cognitive demands in academic writing.
Co-Authors Agatha Merlin Bewa Kaha Alan Hubert Frederick Sanger Amir, Syafiq Deisye Supit Dermawan Waruwu Devilito Prasetyo Tatipang Donal Mateos Ratu Esther Mesly Eppang Fariq, Aiman Ferdinand Salomo Leuwol Geraldo Amelius Najoan Lahete, Inke Lasut, Elizabeth Meiske Maythy Lolong, Chikita Mamesah, Abellita G Nakluy, Erni Wendelina Nurmaisyah, Nurmaisyah Penna, Henitha Tabita Deity Prilimercy E. Kojongian Ratni, Ni Putu Ritly Julia Rondonuwu Ruly Rantung Sahril Nur Setiawaty, Puji Wahyu Sjamsi Pasandaran Stenlly Sedubun Syarifuddin Dollah Theodorus Pangalila Tulung, Golda Juliet yusak ratunguri Zainul Arifin