sample 1 of introduction of the rp- (perception of misbehaved students)

8/12/2019 Sample 1 of Introduction of the RP- (Perception of Misbehaved Students)

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Acknowledgement:

Nur Afiqah Bt Muslim

1014278

TEASL

INSTED

International Islamic University Malaysia

1

LS/WNA/AAR/RSA (Sem 2 20132014)

The Perceptions of Misbehaved Students Towards Non-Verbal Communication in the Classroom

of a Secondary School

Teachers understandings on students behaviours are highly required nowadays

especially to the students in secondary schools. Students in this present day are engaging in many

characters and every of it has meaning. Usually, when students do certain behaviours, they might

want something from the teachers, for example attention. There are some students who do not

acquire proper language to speak out their problems to the teachers and as a result, they speak

through their behaviours. Therefore, communication is very important among teacher and

students in order to understand each other.

Misbehaved students referred to the students who do any activity in the classroom that

can cause interferences during the learning process. Unpreparedness for class, talking in class,

rudeness to teachers, fighting and cheating were some of the misbehaviour activities that can

interrupt the process of teaching and learning (Slavin, 2001; Hussain, 2005 as cited by Omoteso

& Semudara, 2011). These misbehaviours were caused by many factors such as violence in

media, broken families as well as drugs. Apart from that, school also gave greater impact on

these misbehaviours. Therefore, classroom management is very important in dealing with this

issueand teachers are expected to take few actions in handling these misbehaviours and one of

them is classroom communication.


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Acknowledgement:


1014278

TEASL

INSTED


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As mentioned, classroom communication plays an important role in managing

misbehaved students. McCroskey, McCroskey and Richmond (2006) referred classroom

communication to the process by which one person stimulates meaning in the mind of another

through verbal and/or nonverbal messages (pp. 2-3). Based on this definition, non-verbal

communication is one of the communications that can be used by the teacher in the classroom

especially in managing misbehaved students. As suggested by Mehrabian and Wienerfollowing

(1967) that only 7% of message is sent through words, with remaining 93% sent nonverbal

expressions (38% happens through voice tone and 55% happens via general body language).

Perceptions of misbehaved students towards non-verbal communication give impacts to

the teacher in establishing classroom communication. Therefore, teacher should know their

students perception before using any communication. Oxford Advanced Learners Dictionary

(2006) defined perception as the way you notice something, especially with the sense (p .

1079). While, misbehaved students referred to the students who involved in any activity that

cause disturbance towards students own learning, other students learning as well as teachers

ability to teach well (Merrett & Wheldall, 1986 as cited in Carotenuto, 2011).

Non-verbal communication is one of the communications that can be used by the teacher

in managing misbehaved students. Thus, non-verbal communication referred to those non-verbal

stimuli in a communication setting that are generated by both the source and his use of the

environment which contain messages for the source or receiver (Samovar, Porter & McDaniel,

2007 as cited in Yudarwati, n.d).


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Acknowledgement:


1014278

TEASL

INSTED


3


One theory that prompted research on how important is the non-verbal communication in

managing misbehaviour students was Ray Birdwhistells Theory on Kinesics. This theory

emphasized on body language which can help a person to tell his intention and interest. The body

language that he used can also describe his behaviours. Therefore, in the classroom situation,

teacher can used body language as non-verbal communication in managing misbehaviour

students by rolling his eyes for example. When students saw their teacher rolled his eyes, they

can understand that their teacher wanted them to behave and focus during the lesson.

The literature has revealed that classroom communication was one of the classroom

managements which necessary in managing misbehaved students in the classroom during the

learning period. Therefore, in order to achieve effective communication, teacher and students

must be able to correctly send and receive message. Johnson (1999) claimed that verbal and non-

verbal communications can be used by the teachers in the classroom especially in managing

misbehaved students. He also added that even though these two types of communication were

mutually dependent, non-verbal communication was more effective in managing misbehaved

students because non-verbal behaviours were used to support or modify verbal behaviours.

In a classroom, a teacher will have different students with different needs. According to

experts, there were five categories of students which are passive, aggressive, attention problems,

perfectionist and socially incompetent. Then, effective classroom managements will treat

different students with different strategies (Marzono & Marzoni, 2003 as cited by Wilkinson,

Meiers & Knight, 2008). One of the strategies that teacher can use to manage misbehaved

students was by applying non-verbal communication during the learning period.


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Acknowledgement:


1014278

TEASL

INSTED


4


Neill (1991) and Thibodeaux (1991) reported that non-verbal communication was

potentially important because some messages needed to be sent implicitly rather than explicitly

in order to avoid from embarrassing students. When messages were sent implicitly by using non-

verbal signals, students would feel that their teacher was trying to help them and not to

embarrass them. They would also feel that their teacher appreciated them so that, they would not

involve in any misbehaviour activities and stay focus during the learning period.

Geng (2011) stated that poor classroom communication between teacher and students

can lead students to engage in doing disruptive behaviours. Brophy (1996) as cited by Geng

(2011) then described that to reduce misbehaved students in the classroom, teacher should

develop strong relationship and have good communication with the students. So, in this issue,

teacher can use non-verbal communication with these misbehaved students such maintained eye

contact with them (Neill & Caswell, 1993). Besides developing strong relationship, sustained eye

contact indicated the level of interest towards each other. Thus, this allowed students to feel the

sense of belongings to the classroom and made them behaved well during the lesson period. In

brief, this meant that misbehaved students preferred teacher to use non-verbal communication in

the classroom in order for them to behave well.

In addition, Pease (1988) as cited in Muhammad Naeem Butt and Muhammad Shafiq

(2013) mentioned that body movement was very important because it worked as punctuation

marks in communication. Every movement that teacher made will give impact on students

understanding. Thus, teacher needed to use correct body movements in order to give positive

influences to the students. When misbehaved students saw their teacher acted in positive ways,


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1014278

TEASL

INSTED


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they also wanted to act in positive ways. At the end, misbehaviour activities can be reduced and

students would be more focus during the lesson.

Misbehaved students tend to lose focus easily especially on the first lesson. Hence,

teacher should use a wide range of facial expressions, body movements and intonation to attract

their attention (Neill & Caswell, 1993). Once teacher got their attention, teacher can manage

them easily and prevent them from doing misbehaviour activities. Apart from that, these non-

verbal stimuli can also increase their motivation to learn as they saw their teacher was very

enthusiastic in teaching. In short, non-verbal communication can be used by the teacher in

managing misbehaved students during the learning process.

Many researches have mentioned about the perceptions of misbehaved students towards

non-verbal communication used in the classroom, but there was little empirical study on the

perceptions of misbehaved students towards non-verbal communication used in the classroom of

a secondary school.

Therefore, the purpose of this study was to investigate the perceptions of misbehaved

students towards non-verbal communication used in the classroom of a secondary school.

The questions that the researcher seeks to answer are as follows:

1. What is the most effective facial expression perceived by misbehaved students to be usedin a classroom of a secondary school?


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Acknowledgement:


1014278

TEASL

INSTED


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2. What is the most effective body movement perceived by misbehaved students to be usedin a classroom of a secondary school?

sample 1 of introduction of the rp- (perception of misbehaved students)

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