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Jurnal Ilmiah Tarbiyah Umat
Published by IAI DDI Polewali Mandar
ISSN : -     EISSN : 2776365X     DOI : -
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences
Jurnal Ilmiah Tarbiyah Umat is a double-blind peer-reviewed journal on education and teacher training. Tadris Journal is intended to provide academic forums for researchers who are interested in the discussion of current and future issues on education and teacher training, especially in the Muslim world. All articles will be reviewed by experts before accepted for publication. Each author is solely responsible for the content of the published articles. Tadris Journal is published twice a year in the months of June and December
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 121 Documents
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EFL Teachers’ and Students’ Gestures: N-VC Strategy in an Online Classroom Rusdiah; Muhammad Aswad; Nurdina Rasjid
Jurnal Ilmiah Tarbiyah Umat Vol. 14 No. 2 (2024): Jurnal Ilmiah Tarbiyah Umat
Publisher : IAI DDI POLEWALI MANDAR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36915/jitu.v14i2.380

Abstract

This study aimed to explore the teacher’ and students’ gestures, and the function of the gestures in an online EFL classroom. The researcher applied a qualitative research design. The subject of research was 9 students, 2 teachers in the English Department, and an expert in expression. The research instruments were passive participant observation, interview, and documentation. The result of the research revealed that both the teachers and students used gestures. Teachers applied speech-independent and speech-related gestures. The speech-relate gestures were clenching, pointing, and raising hands. In contrast, the speech-independent gestures were nodding with nothing to do with what she was explaining. However, students’ gestures were often invisible on the screen due to the constraints of limited screenshots. The function of gestures was to substitute words and instruction. Additionally being mindful of their gestures can send mixed signals or unintentionally convey negative emotions or attitudes. So, all teachers must consciously use gestures to support their message. The study’s novelty lies in its focus on the online EFL classroom context, a relatively unexplored area in the field of language education research. By examining the specific strategies used in an online setting, this study provides new insights into the role of N-VC in virtual learning environments. This is particularly relevant given the increasing reliance on online education due to recent global events, making the findings timely and applicable.

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