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TEACHER’S NONVERBAL IMMEDIACY BEHAVIORS AND STUDENTS’ MOTIVATION: A CORRELATIVE STUDY IN AN EFL CLASS IN CIKARANG Kaniadewi, Nita; Shafira Larasati
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v8i2.18557

This study explores the correlation between teachers' nonverbal immediacy behaviors and EFL students’ motivation at SMAN 1 West Cikarang. Using a quantitative correlational method, data were collected through questionnaires measuring both variables. Pearson’s Product-Moment Correlation Analysis revealed a positive relationship, with the correlation coefficient (ro = 0.54) exceeding the critical value (rt = 0.22) at a 0.05 significance level. Additionally, the t-test result (to = 5.785 > tt = 1.67) confirmed that the correlation was statistically significant. These findings indicate that teachers’ nonverbal immediacy such as gestures, eye contact, facial expressions, vocal tone, and physical presence plays an important role in enhancing students’ motivation to learn. Nonverbal communication helps create a supportive and engaging classroom atmosphere, making students feel more connected and enthusiastic about learning. Therefore, it is recommended that teachers consciously incorporate positive nonverbal behaviors in their teaching strategies to boost student motivation, especially in EFL contexts where emotional engagement is crucial for language acquisition.

TEACHER’S NONVERBAL IMMEDIACY BEHAVIORS AND STUDENTS’ MOTIVATION: A CORRELATIVE STUDY IN AN EFL CLASS IN CIKARANG Kaniadewi, Nita; Shafira Larasati
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v8i2.18557

This study explores the correlation between teachers' nonverbal immediacy behaviors and EFL students’ motivation at SMAN 1 West Cikarang. Using a quantitative correlational method, data were collected through questionnaires measuring both variables. Pearson’s Product-Moment Correlation Analysis revealed a positive relationship, with the correlation coefficient (ro = 0.54) exceeding the critical value (rt = 0.22) at a 0.05 significance level. Additionally, the t-test result (to = 5.785 > tt = 1.67) confirmed that the correlation was statistically significant. These findings indicate that teachers’ nonverbal immediacy such as gestures, eye contact, facial expressions, vocal tone, and physical presence plays an important role in enhancing students’ motivation to learn. Nonverbal communication helps create a supportive and engaging classroom atmosphere, making students feel more connected and enthusiastic about learning. Therefore, it is recommended that teachers consciously incorporate positive nonverbal behaviors in their teaching strategies to boost student motivation, especially in EFL contexts where emotional engagement is crucial for language acquisition.

Building Vocabulary in Primary School Students Using Contextual Teaching Learning Model Azzahra, Shintia; Kaniadewi, Nita
Cokroaminoto Journal of Primary Education Vol. 8 No. 2 (2025): April - Juni 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/cjpe.8.2.2025.6459

This study explores the effectiveness of the Contextual Teaching and Learning (CTL) model supported by digital media to improve English vocabulary acquisition among fifth-grade students at SD Negeri Serpong 01. The research followed a Classroom Action Research (CAR) design, carried out in two cycles during the second semester of the 2024/2025 academic year. A total of 25 fifth-grade students took part in the study as the research subjects. The CTL approach was applied through storytelling, role-playing, and problem-solving activities, enhanced by digital tools such as videos and interactive quizzes. To gather insights, the researcher used classroom observations, student work samples, field notes, and interviews. The data were then analyzed using qualitative descriptive methods. The success indicators were set as 75% of students mastering 80% of the target vocabulary. The findings revealed notable gains in vocabulary retention, along with increased student motivation and more active participation in class. The classroom became more inclusive and student-centered, helping learners relate new words to everyday contexts. Although challenges like time constraints and differences in students’ digital literacy were encountered, the combination of CTL and digital tools proved effective in supporting vocabulary learning aligned with the Kurikulum Merdeka. This approach also reflects the broader goals of 21st-century education, encouraging critical thinking, creativity, collaboration, and digital literacy among young learners

AN ANALYSIS OF TEACHERS’ BELIEF IN TEACHING ENGLISH TO YOUNG LEARNERS Kaniadewi, Nita
BASIS (Bahasa dan Sastra Inggris) Vol 9 No 1 (2022): JOURNAL BASIS UPB
Publisher : Universitas Putera Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33884/basisupb.v9i1.4534

This study was aimed at revealing teachers' beliefs about teaching English at the elementary school level, especially the beliefs concerned with (1) whether or not teaching English at the elementary level was necessary and (2) the possibility of using a monolingual approach (full English) in teaching English at the elementary level. This study used a qualitative method in which the researcher interviewed 40 English teachers who taught at elementary schools in Jabodetabek (Jakarta, Bogor, Depok, Tangerang, Bekasi). The results of this study showed that in general, there was a need to teach English starting from the first grade of elementary level. Respondents believed that the earlier students were introduced to English, the better the results would be, considering the fact that first-grade students were still inside the golden age period. However, in order not to burden students, teachers must pay attention to the students’ abilities and characteristics. Moreover, respondents also believed that implementing monolingual (full-English) in classroom teachings was possible. To have successful monolingual teachings, it was recommended that classroom teachings resemble the process of first language acquisition. Furthermore, teachers should pay attention to the linguistic input they gave to students in such a way that it met the formulation of i+1. Finally, a fun learning atmosphere that is free from fear or stressful situation also played an important role in the successful implementation of this monolingual approach.

BEYOND VOCABULARY SIZE: WORD CLASS MASTERY AND WRITING SKILLS IN EFL STUDENTS Kaniadewi, Nita; Septi Diana, Safira
ELLTER Journal Vol. 7 No. 1 (2026): ELLTER JOURNAL
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ellter.v7i1.23076

This study examines the correlation between word class mastery and students’ writing skills, addressing the limited attention given to specific grammatical dimensions of vocabulary in writing research. A quantitative correlational design was employed, involving 35 third-semester students of the English Language Education program at the University of Muhammadiyah Prof. Dr. Hamka. Data were collected through a word class test and a writing test and analyzed using Microsoft Excel and SPSS. The results reveal a very strong and statistically significant positive correlation between word class mastery and students’ writing skills (r = 0.987, p < 0.01, two-tailed). This finding suggests that students with higher mastery of word classes tend to demonstrate better writing performance. However, the exceptionally high correlation should be interpreted with caution, as it may reflect overlapping constructs, the relatively small and homogeneous sample, and similarities in the assessment design. This study contributes to the literature by highlighting word class mastery as a specific and functionally important component of vocabulary knowledge in writing. Pedagogically, the findings suggest the need to integrate explicit grammar instruction into writing activities. Further research with larger and more diverse samples is recommended to validate these findings.

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