VERBAL AND NON-VERBAL COMMUNICATION IN TEACHER TALK IN THE CLASSROOM UNIVERSITAS MUSLIM MAROS

This research aimed to analyze the forms of verbal and nonverbal communication in teacher talk. The method used in this research was descriptive qualitative. The instrument of the study was the FLINT System and Darn classification. The participants of this research were the teacher and students in a speaking class of the English Department. The results show that teacher talk gives a positive impact on students’ performance. During the class interaction, the teacher successfully met the aspects of good teacher talk and applied some forms of FLINT system of verbal communication and some elements of non-verbal communication. For the FLINT system, the teacher applied to ask questions, giving encouragement, giving direction, critiquing students’ behavior, dealing with feelings and, prising. For the form of nonverbal communication, the teacher applied only two forms, those are kinesics which is referred to as gestures, and haptics is referred to as touching.


INTRODUCTION
Foreign language teaching activity is a complicated process that involves three main factors, those are language learner/learning (How to learn); language/culture (What to Learn); teacher/teaching (How to teach) (Johnson, 2002;Xiao-Yan, 2006). It is important to link the elements to each other to have successful learning. A teacher must understand his students and acknowledge the limits of students' abilities. Before coming to the class, the teachers must prepare a suitable material and method for the development of students' learning.
In Indonesia, English is learned as a foreign language which means many of the learners do not actively use the target language. For most school level students, English is not more than a subject that they have to study once or twice a week with the length is not more than 60 to 90 minutes.
language teachers, they are not only acted as "the object of the course" but also as students' medium to reach learning objectives (Xiao-Yan, 2006, pp.6-7).
However, it is the teachers' job to provide opportunities for students to talk to hone their cognitive abilities. Therefore, the teachers need to realize that even though they might the only resource to comprehend a target language, they still need to apply a strategy of an effective way to gain the student talk. Furthermore, Brock (1986)  Schmitz's theory of nonverbal communication (Schmitz, 2012) the result shows that the teachers mostly used kinesics, vocalics, and, proxemics during the teaching and learning process.

The Importance of Teacher Talk
For decades, Scholars have conducted studies about the importance of teacher talk in teaching a foreign language (Stern, 1983;Nunan, 1991 (Sutiyatno, 2018). These signs serve as supports for the teachers. As Negi (2009)

Research Question
What are the forms of verbal and nonverbal communication used in the teacher talk?

Objectives of the Research
This research aimed to find out the forms of verbal and nonverbal communication in teacher talk. were then transcribed to analyze it.

FINDING
Based on the data analysis, the findings showed that the participant did verbal and nonverbal communication during her teaching class which will be elaborated further.

a) Asking Questions
The participant began the lesson by flooring a question. She did this to engage students toward her material. The following extract is one of a good way to start teaching:

Extract 1
Teacher : (while writing on the board) Okay, When the students had already prepared the case, she directed the students to practice in front of the class by choosing someone who wanted to practice first, when she said "Ok. I will start from ", and one of the students said "Widia" and she said "ok, widia", she tried not to disappoint her students and picked her student's choice. When Widia was ready to present her case, she asked " could you come forward?". As a teacher, she tried to be polite in front of the students because the teacher is a model in front of the students so she tried to be nice and polite. That was the sign that the teacher asked her student politely, sometimes we use our point finger to point students and it is not very polite.
When she stood next to the student who opened the book she touched the book and that was the sign that the student had to close the book. which was a touch. At first when she wanted to make an example and suddenly two students who came late entered the class without warning so some of the students expressed her by yelling "WOW..!!!" and participants also said "Wow" while clapping her hand. The sign that it was an example of expression.
When she made an example and she said, "Bill, be patient because your lovely dog got an accident" while touching Bill's arm. She used non-verbal communication of Haptic, which was the use of touch. When she touched his arm she meant to make him calm down because his lovely dog got an accident. to make sure that all the students will finish the task she gave in three minutes.

DISCUSSION
After analyzing the data, it is found that effective verbal communication happened in the class as well as some of the non-verbal communication during the teaching process resulting in a positive effect on students' performance. Johnson contended that to be referred to as effective communication, teacher talk needs to meet the requirement of three major aspects: 'Physiological aspect' which is referred to the ability to maintain voice during the activity interaction. 'Interpersonal aspect' means the ability to control the class.
'Pedagogical aspect' which means the ability to organize the lesson to gain effective interaction (Sukarni & Ulfah, 2015).  (Brown, 2007). from those elements, asking questions encourages and, giving directions were used the most. While praising was used the least. This research is in agreement with a study conducted by Sofyan & Mahmud (2014) who claimed that during the class interaction, asking questions and using direction dominated the teacher talk while praising and encouragement did they the least.