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All Journal Register : Journal of English Language Teaching and Learning of FBS UNIMED Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris
Naufal Nasution
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Arts Humanities Education Languange, Linguistic, Communication & Media

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Analysis of Verbal and Nonverbal Communication in Grade 11 EFL Classroom Interaction Adel Pinola Br Ginting; Dinda Khairani Pratiwi; Dinda Nurul Fadillah; Nurfarah Nurfarah; Naufal Nasution
Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris Vol. 3 No. 4 (2025): Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/fonologi.v3i4.2308

Abstract

The aim of this study is to analyze verbal and non-verbal communication in an English as a Foreign Language (EFL) classroom by using the Sinclair and Coulthard (1975) model of classroom discourse. Although many studies have examined verbal interaction in EFL classrooms, few have discussed how verbal and non-verbal communication work together to support effective learning. To fill this gap, this research focuses on identifying the types and frequency of verbal and non-verbal communication used by the teacher and students during classroom interaction. This study used a descriptive qualitative method. The data were taken from an 80-minute video recording of an eleventh-grade English class at MAS Darul Quran. The recording was transcribed and analyzed based on Sinclair and Coulthard’s framework, which includes three main levels: Exchange (Informing, Directive, Question–Answer), Move (Initiation, Response, Feedback), and Act (Questioning, Explaining, Agreeing, Refusing, Revising, Appraising). The findings show that the classroom interaction was mainly teacher-centered. The teacher dominated the talk through Initiation moves, mostly in the form of questions, explanations, and instructions, while students gave short and simple responses. Feedback was used less often and mostly as short praise or confirmation. The teacher also used various non-verbal behaviors such as gestures, eye contact, movement, and changes in voice tone to direct attention and motivate students. The results suggest that combining verbal and non-verbal strategies can create a more interactive and engaging classroom atmosphere that supports student participation and understanding.
Transitivity Processes And Genre Conformity In SMA IT Unggul Al Munadi Medan Recount Texts Naufal Nasution
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol. 15 No. 2 (2026)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/ya06wt46

Abstract

This study investigates transitivity processes in personal recount texts written by tenth-grade EFL students at SMA IT Unggul Al Munadi Medan and examines how those processes align with the linguistic features of the recount genre as defined within Systemic Functional Linguistics (SFL). There have been many studies about transitivity in the writing of Indonesian students learning English as a foreign language. But no study has looked at all three parts of the transitivity system (the types of processes, the roles of the participants, and the circumstances) together. It also has not looked at the findings through the language features based on the types of writing that Martin (1992) and Gerot and Wignell (1994) established. A qualitative descriptive design was adopted by this study, and Halliday and Matthiessen's (2014) Transitivity framework was applied to a corpus of 18 student-produced recount texts, giving rise to 329 annotated clauses. The data were analyzed using Miles, Huberman, and Saldaña's (2014) dynamic model. Findings show that Material processes dominate at 43.2%, followed by Relational (23.7%) and Mental (23.1%) processes, while secondary process types collectively account for 10%. Most texts fit into three categories based on how they use language. These categories are material process dominance, first-person participant configuration with a variety of roles, and temporal circumstantial groundedness. Though most texts generally fit into these categories, there are some exceptions. These exceptions include texts where mental processes replace material sequences, where participant diversity is limited to the self-referential "I," and where temporal grounding relies solely on vague sequential links. These findings suggest that students' writing difficulties are fundamentally ideational rather than grammatical, and that Genre-Based Approach instruction targeting experiential meaning choices would benefit EFL recount text writing in the Indonesian secondary school context.
Co-Authors Adel Pinola Br Ginting Dinda Khairani Pratiwi Dinda Nurul Fadillah Marchel Natanel Sipahutar Nurfarah Nurfarah Rina Trie Syahputri Tiarnita Maria Siregar