Rp sample full text (lily)

Running Head: Perceptions of Misbehaved Students towards Non-Verbal Communication 1
The Study on the Perceptions of Misbehaved Students towards Non-Verbal Communication
Used in the Classroom of a Secondary School
Nur Afiqah Bt Muslim
1014278
TEASL
INSTED
International Islamic University Malaysia
LE 4000
English for Academic Writing
Section 1

Abstract
Classroom management is very important in dealing with misbehaved students and teachers
are expected to take few actions in handling these misbehaviours and one of them is
classroom communication either verbal or non-verbal. This study was conducted to find out
the perceptions of misbehaved students towards non-verbal communication used in the
classroom of a secondary school. The sample comprised of 30 secondary school students from
Sekolah Menengah Kebangsaan Kota in Kelantan. The material used was questionnaire and it
was adapted based on reading (Avash Piya, 2007; Boose, Jaffe, Segal, & Smith, 2013;
Cacioppo, Hager, Ekman, & Petty, 1983; Cherry, 2013; Conway, n.d.; Galloway, 1972; Geng,
2011; Grant, 1972; Johnson, 1999; Muhammad Naem Butt & Muhammad Shafiq, 2013;
Omoteso and Semudara, 2011; Pickett, n.d.). Results revealed the most effective facial
expression and body movement perceived by misbehaved students to be used in the classroom
of a secondary school were maintaining eye contact and sitting beside them while teaching
which are consistent with Johnson (1999) where he stated that verbal and non-verbal
communication can be used by the teacher in managing misbehaved students in the
classroom. Hence, beside verbal communication teacher can also use non-verbal
communication in the classroom of a secondary school.
Keywords: perception of misbehaved students, non-verbal communication

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 issue and teachers are expected to take few actions in handling these
misbehaviours and one of them is classroom communication.
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 7percent of message is sent through words, with remaining
93percent sent nonverbal expressions (38percent happens through voice tone and 55percent
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 Learner’s 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 student’s own learning, other students’ learning as well as teacher’s
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).
One theory that prompted research on how important is the non-verbal communication
in managing misbehaviour students was Ray Birdwhistell’s 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.
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, 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
used in a classroom of a secondary school?
2. What is the most effective body movement perceived by misbehaved students to be
used in a classroom of a secondary school?
Method
Respondents of the Study
For this study, 30 secondary school students from Sekolah Menengah Kebangsaan
Kota, Kelantan were chosen to answer the questionnaires. Spending a month with these
respondents during the internship allowed a researcher to choose them as the respondents.
These respondents consisted of 14 male students and 16 female students in which 16 of them
were form 1 and 14 of them were form 4. The questionnaires were attached in the Facebook’s
message and send to these 30 respondents. It took few days to get all the questionnaires back.
Materials/ Research Instruments
The research utilized quantitative research methodology. The material used for this
study was questionnaire. The items used in the questionnaires were adapted based on reading
from journals, articles and web pages that were related to this research (Avash Piya, 2007;

Boose, Jaffe, Segal, & Smith, 2013; Cacioppo, Hager, Ekman, & Petty, 1983; Cherry, 2013;
Conway, n.d.; Galloway, 1972; Geng, 2011; Grant, 1972; Johnson, 1999; Muhammad Naem
Butt & Muhammad Shafiq, 2013; Omoteso and Semudara, 2011; Pickett, n.d.). There are
three parts in the questionnaire which were Section A, Section B and Section C.
Section A was about demographic background. Respondents’ personal details like gender,
form and email were asked in this section. While for Section B, the items that were asked to
the respondents were going to answer first research question (What is the most effective facial
expression perceived by misbehaved students to be used in a classroom of a secondary
school?) In this section, it required the respondents to rate the level of agreement for each
item. The level of agreement was arranged as follows: 1 = (Strongly Agree) 2 = (Agree) 3 =
(Neutral) 4 = (Disagree) and 5 = (Strongly Disagree). This questionnaire contained 10 items
for this section and the items were:
1. Teacher maintains eye contact with misbehaved students. (Muhammad Naem Butt &
Muhammad Shafiq, 2013)
2. Teacher smiles towards misbehaved students. (Galloway, 1972)
3. Teacher grins when misbehaved students misbehave in the classroom. (Galloway,
1972)
4. Teacher forms wrinkles on his forehead while looking at misbehaved students.
(Cacioppo, Hager, Ekman, & Petty, 1983).
5. Teacher raises his eyebrows towards misbehaved students. (Avash Piya, 2007)
6. Teacher avoids eye contact with misbehaved students. (Pickett, n.d.)
7. Teacher rolls his eyes towards misbehaved students. (Omoteso & Semudara, 2011)

8. Teacher stares towards misbehaved students. (Cherry, 2013)
9. Teacher looks down as misbehaved students try to speak. (Cherry, 2013)
10. Teacher looks at misbehaved students and bites his lower lip. (Pickett, n.d.)
Section C was the third section in this questionnaire. The items used in this section
were going to answer second research question (What is the most effective body movement
perceived by misbehaved to be used in a classroom of a secondary school?). In this section,
respondents were also required to rate the level agreement for each item. The level of
agreement was arranged as follows: 1 = (Strongly Agree) 2 = (Agree) 3 = (Neutral) 4 =
(Disagree) and 5 = (Strongly Disagree). Section C contained 10 items and the items were:
1. Teacher makes "OK" sign with a thumb when misbehaved students give responses.
(Conway, n.d.)
2. Teacher sits beside the misbehaved students while teaching. (Conway, n.d.)
3. Teacher claps his hands several times loudly. (Pickett, n.d.)
4. Teacher nodes his head to the responses given by misbehaved students. (Grant, 1972)
5. Teacher puts his hand on the shoulder of misbehaved students. (Grant, 1972)
6. Teacher points to the door by means asking misbehaved students to go out from the
classroom. (Johnson, 1999)
7. Teacher turns around and ignores misbehaved students. (Geng, 2011)
8. Teacher shakes his head to the responses given by misbehaved students.
(Geng, 2011)
9. Teacher crosses his arms during teaching. (Cherry, 2013)

Running Head: Perceptions of Misbehaved Students towards Non-Verbal Communication
10
10. Teacher slaps misbehaved students on their cheeks. (Boose, Jaffe, Segal, & Smith,
2013)
Research Procedure
Before the actual data collection period, a pilot study was conducted to assess the
validity of the research instrument. The initial questionnaires were distributed to 10
respondents were chosen from English for Academic Writing subject.. The questionnaire was
then redesigned and changes were made accordingly.
During the actual study, the questionnaires were distributed to the 30 respondents
consisted of 14 secondary school male students and 16 secondary school female students. The
questionnaires were distributed by using social network which is Facebook due to the school
holiday at that period.
The process of distribution was helped by one of the respondents after her permission
was attained. She was shortly briefed on how to respond to questions regarding the survey.
Hence, it was expected that she could later explain them to other respondents. For section A,
respondents were required to shade which bullet that represented their genders, write down
their class/form as well as their emails. It was a compulsory for the respondents to write down
their form/ level of study but not their emails. Then, for Section B and C, they just need to
rate their level of agreement for each item.
When she received the questionnaire, she helped the researcher by forwarding the
questionnaires to the other 29 respondents. The researcher managed to get back all the thirty
answered questionnaires within few days.
Data Analysis
To analyse the data, both variables were taken into consideration namely facial

11
expression and body movement. Data were entered into computer using Excel. Results were
presented through bar graph in percentages form.
Results
The purpose of this study was to investigate the perception of misbehaved students
towards non-verbal communication used in the classroom of a secondary school. Therefore,
the researcher went out to seek what is the most effective facial expression and body
movement perceived by misbehaved students to be used in a classroom of a secondary school.
Thirty questionnaires were distributed to the 30 respondents and the results were
acquired from it. The data that was collected showed that the most effective facial expression
which is maintaining eye contact with the misbehaved students and body movement which is
sitting beside them are required by the teacher in managing misbehaved students in the
First research question was to seek what is the most effective facial expression
perceived by misbehaved students to be used in a classroom of a secondary school. Therefore,
there were 10 items in Section B which being asked to the respondents. Figure 1 to 10 show
the result for each item in Section B.
Figure 1. Teacher maintains eye contacts with misbehaved students.

12
Figure 2. Teacher smiles towards misbehaved students
Figure 3. Teacher grins when misbehaved students misbehave in the classroom.
Figure 4. Teacher forms wrinkles on his forehead while looking at misbehaved students.

13
Figure 5. Teacher raises his eyebrows towards misbehaved students.
Figure 6. Teacher avoids eye contact with misbehaved students.

14
Figure 7. Teacher rolls his eyes towards misbehaved students.
Figure 8. Teacher stares towards misbehaved students.
Figure 9. Teacher looks down as misbehaved students try to speak.

15
Figure 10. Teacher looks at misbehaved students and bites his lower lip.
Figure 1 to 10 illustrate the results to the first research question. Based on the results,
the most effective facial expression perceived by misbehaved students to be used in the
classroom of a secondary school was maintaining eye contact with misbehaved students with
63 percent. This meant that a majority of the respondents strongly agreed that teacher should
maintain eye contact with misbehaved students in order to manage them well.
After maintaining eye contact with 63 percent, it was followed by staring towards
misbehaved students with 47 percent, smiling towards misbehaved students with 40percent,
forming wrinkles on teacher’s forehead with 33 percent, rolling eyes while looking to
misbehaved students with 23 percent, raising eye brows towards misbehaved students with 20
percent, biting lower lip while looking towards misbehaved students with 17 percent, grinning
towards misbehaved students 13 percent, avoiding eye contact with misbehaved students with
3 percent and there was no respondent strongly agreed that looking down as misbehaved
students try to speak as one of the facial expressions that can be used by the teacher in the
Then, with the results given by the respondents, it clearly showed that maintaining
eye contact between teacher and misbehaved students was the most effective facial expression
that was used by the teacher in the classroom of a secondary school in order to manage them
well.

16
Whereas the second research question was to seek the information on what is the most
effective body movement perceived by misbehaved students to be used in the classroom of a
secondary school. Hence, 10 items in the Section C were going to answer this question.
Figure 11 to 20 show the result for each item in Section C.
Figure 11. Teacher makes “OK” sign with a thumb when misbehaved students give
responses.
Figure 12. Teacher sits beside misbehaved students while teaching.

17
Figure 13. Teacher claps his hands several times loudly.
Figure 14. Teacher nodes his head to the responses given by misbehaved students.
Figure 15. Teacher puts his hand on the shoulder of misbehaved students.
Figure 16. Teacher points to the door by means asking misbehaved students to go out from
the classroom.

18
Figure 17. Teacher turns around and ignores misbehaved students.
Figure 18. Teacher shakes his head to the responses given by misbehaved students.
Figure 19. Teacher crosses his arms during teaching.
Figure 20. Teacher slaps misbehaved students on their cheeks.
Figure 11 to 20 demonstrate the results for the second research question. Based on the
results, the most effective body movement perceived by misbehaved students to be used in the
classroom of a secondary school was sitting beside them while teaching with 60 percent. This
result means that, more than half of the respondents strongly agreed that teacher should sit
beside misbehaved students while teaching in order to manage them well during the learning

19
process.
After sitting beside misbehaved students with 60 percent, the results were followed by
making “OK” sign with a thumb with 57 percent, clapping hands several times loudly with 47
percent, nodding head to the misbehaved students’ responses with 40 percent, putting hands
on misbehaved students’ shoulder with 23 percent, pointing to the door by means asking
misbehaved students to go out from the classroom with 13 percent, turning around and
ignoring them with 7 percent, shaking head towards misbehaved students with 7 percent,
slapping on misbehaved students’ cheeks with 7 percent and there was no respondent who
strongly agreed that crossing arm while teaching is the one of the body movements that can be
used by the teacher in the classroom of a secondary school.
Hence, with the result given by the respondents, it was clearly showed that positive
body movement of sitting beside misbehaved students while teaching was the most effective
body movement.
Discussion
The aims of this study was to find out what is the most effective facial expression and
body movement as perceived by misbehaved students to be used in the classroom of a
secondary school. In this current study, the most effective facial expression perceived by
misbehaved students were maintaining eye contact, followed by staring, smiling, forming
wrinkles in teacher’s forehead, rolling the eyes, raising eye brows, biting lower lip, grinning
and avoiding eye contact.
While for the most effective body movement perceived by misbehaved students were
sitting beside them while teaching, followed by making “OK” sign with a thumb, clapping
hands, nodding, putting hand on their shoulders, pointing to the door by means asking
misbehaved students go out from the classroom, turning around and ignoring them, shaking

20
head and slapping on misbehaved students’ cheeks. Hence, this results of this current study
seemed to confirm the findings of a study conducted by Johnson (1999) who stated that
“verbal and non-verbal communication can be used by the teacher in managing misbehaved
students in the classroom” (p.396)
The previous study conducted by Marzono & Marzoni (2003) as cited by Wilkinson,
Meiers & Knight (2008) reported that in order to have effective classroom managements
teacher had to treat different students with different strategies. Thus, these findings suggest
that the teacher to use non-verbal communication such as facial expressions and body
movements especially maintaining eye contact and sitting beside them in managing and
controlling them. This is because, more than half of the respondents strongly agreed that these
two findings were the most effective non-verbal communication to be used in the classroom
of the secondary school.
The results showed the most effective facial expression as perceived by misbehaved
students to be used by the teacher in the classroom of a secondary school was maintaining eye
contact between teacher and misbehaved students. Therefore, this result agreed with Brophy
(1996) as cited by Geng (2011) and Neill & Caswell (1993) where they informed that teacher
can control misbehaved students during the learning period by using eye contact in order to
build strong relationship, have a good communication and develop the sense of belonging.
Last but not least, the results for this current study which stated the most effective
facial expression was maintaining eye contact and the most effective body movement was
sitting beside misbehaved students were consistent with Neill and Caswell (1993) where they
claimed that teacher should use a wide range of facial expressions, body movements and
intonation in managing misbehaved students since they tend to lose focus easily. Therefore,
based on these results, teacher can apply these positive non-verbal communications like

21
maintaining eye contact and sitting beside misbehaved students especially in managing
misbehaved students in the classroom of a secondary school.
In conclusion, this study has investigated the perceived non-verbal communication
favoured by misbehaved students in classroom. Returning to the research questions at the
beginning of this study, it is now possible to state that non-verbal communication was ideal to
be used in the classroom of a secondary school especially in managing problematic students.
One of the significant findings which emerges from this study is the most effective facial
expression perceived by the students in managing misbehaved students is maintaining eye
contact, followed by staring, smiling, forming wrinkles in teacher’s forehead, rolling the eyes,
raising eye brows, biting lower lip, grinning and avoiding eye contact. While for the most
effective body movement perceived by the students in managing misbehaved students is
sitting besides the them while teaching, followed by making “OK” sign with a thumb,
clapping hands, nodding, putting hand on their shoulders, pointing to the door by means
asking misbehaved students go out from the classroom, turning around and ignoring them,
shaking head and slapping on misbehaved students’ cheeks. Therefore, the findings of the
study suggest that teachers should ensure that they are familiar and prepared with positive
non-verbal communication prior to class in dealing with problematic students in the
classroom of the secondary schools. Even so, teacher cannot use negative non-verbal
communications towards students because these will give negative impacts to the students.
Research on the perceptions of misbehaved students towards non-verbal
communication can be continued in several directions. Firstly, future researcher could
investigate their perceptions towards other aspects of non-verbal communication such as,
touching, dress, posture as well as spatial distance. Then, the findings for these aspects are be
able to allow the readers to have more ideas about their perceptions towards the used of non-

22
verbal communication in the classroom. Secondly, future researcher could expand their
sample up to the students in the tertiary level. The results might be more reliable since they
are in the university level where most of them are highly intellectual. Last but not least, in
order to have more results in this area, future researcher could combine their methodologies
but, it will take more times. Hence, the future researcher has to plan his research properly.
However, these findings are only true for Sekolah Menengah Kebangsaan Kota,
Kelantan and cannot be generalized to other secondary school students in the same state or
nationwide. The same study needs to be conducted with students from other school to see if
there are any similarities with the factors that will influence teachers’ way of non-verbal
communication in managing misbehaved students in class.
The results from this study also outline some do’s and don’ts in using non-verbal
communication especially for facial expressions and body movements towards misbehaved
students. The do’s for facial expression that teacher can do towards misbehaved students are
teacher can maintain eye contact with them, stare towards them, smile towards them, rolls
eyes towards them and form wrinkles on his forehead to show to them. While for the don’ts
are, teacher should not avoid eye contact with them, look down as they try to speak, bite the
lower lip while looking at them, grin and raise eyebrows towards them.
Then, the do’s for body movement are teacher can sit beside them while teaching,
make “OK” sigh with a thumb as they give responses, clap his hands several times loudly,
node his head as to their responses and put his hand on their shoulders. Whereas for the don’ts
are teacher should not slap them, point to the door by means asking them to go out from the
classroom, shake his head to their responses, turn around and ignore them as well as cross his
arm while teaching.
In brief, classroom communication is very important in order to have effective

23
classroom management. Hence, teacher can choose either to use verbal or non-verbal
communication. But, there is a rule to use it. The rule is teacher can only use positive
communication with the students as producing positive generation with positive attitude is
very important.

24
References
Avash Piya. (2007). Learn basic non-verbal messages. Retrieved November 28, 2013, from
Spiner Babbler Museum: http://spinybabbler.org/programs/education_focus/articles/non-
verbal_communication.php.
Brophy, J. (1996). Enhancing students' socialization: Key Elements. ERIC Digest. Retrieved
19 May 2011, from http://www.eric.ed.gov/PDFS/ED395713.pdf.
Carotenuto, M. R., (2011). Pupil misbehaviour and classroom management: the impact of
Congruence.
Cherry, K. (2013). Understanding body language. Retrieved November 28, 2013, from
About.com: http://psychology.about.com/od/nonverbalcommunication/ss/understanding-
body-language_6.htm.
Conway, B. (n.d.). Types of communication in a classroom. Retrieved November 9, 2013,
from eHow: http://www.ehow.com/list_7727325_types-communication-classroom.h.
Galloway, C. M. (1972). An analysis of theories and research in nonverbal communication.
Geng, G. (2011). Investigation of teachers’ verbal and non-verbal strategies for managing
Attention Deficit Hyperactivity Disorder (ADHD) students’ behaviours within a classroom
environment. Australian Journal of Teacher Education, 36 (7), 17-30.
Grant, B. M. (1972). Teacher non-verbal activity.
Hager, J. C., Ekman, P., Cacioppo, J. T. (1983). The inner and outer meanings of facial
expressions. Retrieved November 28, 2013, from Human Face: http://face-and-
emotion.com/dataface/misctext/inner_outer.html

25
Hussain, N. (2003). Helping EFL/Esl students by asking quality questions. The Internet Tesl
Journal, 9, 10.
Johnson, M. B. (1999). Communication in the classroom.
Marzono, R. J., & Marzoni, J. S. (2003). The key to classroom management. Educational
Leadership, 61 (1), 6-13. Reprint available from
http://bonfire.learnnc.org/ncmtecI/DPI_NCsite/Lessonspercent20files/Keypercent20toperc
ent20Classroompercent20Management.pdf (retrieved November 23, 2007)
McCroskey, J. C., McCroskey, L. L., & Richmond, V. P. (2006). An introduction to
communication in the classroom: The role of communication in teaching and training.
United States, US: Stratford Publishing Services, Inc.
Mehrabian, A. and Wiener, M. (1967). Decoding of inconsistent communications, Journal of
Personality and Social Psychology, 6, 109-114
Merrett, F. & Wheldall, K. (1986). Observing pupils and teachers in classrooms (OPTIC): A
behavioural observation schedule for use in schools. Educational Psychology, 6, 57-70.
Muhammad Naeem Butt & Muhammad Shafiq. (2013). Significance of non-verbal
communications in the teaching-learning process. FWU Journal of Social Sciences, 7 (1),
27-32.
Neill, S. (1991). Classroom nonverbal communication. London: Routledge, Chapman and
Hall, Inc.
Neill, S., & Caswell, C. (1993). Body language for competent teachers. London: Routledge,
Chapman and Hall, Inc.
Omoteso, B. A., & Semudara, A. (2011). The relationship between teachers’ effectiveness and

26
management of classroom misbehaviours in secondary schools. Psychology, 2 (9), 902-
908.
(2006). Oxford advanced learner’s dictionary. Oxford: Oxford University Press
Pease, A. (1998). Body language: How to read other’s thoughts by their gestures. UK:
Sheldon Press. (p. 5).
Pickett, T. (n.d.). Verbal & non-verbal communications in the classroom. Retrieved
November 9, 2013, from eHow: http://www.ehow.com/list_7669805_verbal-nonverbal-
communications-classroom.html
Samovar, L. A., Porter, R. E., & McDaniel, E. (2007). Communication between cultures.
Segal, J., Smith, M., Boose, G. (2013). Nonverbal communication improving your nonverbal
skills and reading body language. Retrieved November 28, 2013, from HelpGuide.org:
http://www.helpguide.org/mental/eq6_nonverbal_communication.htm
Slavin, R. E. (2000). Educational psychology: Theory and practice. Boston: Allyn and
Bacon.
Thibodeaux, M. T. (1991). Communication education: Effective communication for the
teacher. United States, US: Hunt Publishing Company.
Wilkinson, J., Meiers, M., & Knight, P. (2008). Research digest.
Yudarwati, A. G. [Slide Show]. Retrieved from https://www.google.com/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&ved=0CDIQFjAB&url=httppercen
t3Apercent2Fpercent2Ffisip.uajy.ac.idpercent2Fwg-
contentpercent2Fuploadspercent2Fpublicpercent2Ffilespercent2Fkuliahpercent2Fgasal111
2percent2FBupercent2520Arumpercent2FPIKpercent2FNONVERBALpercent2520Comm

27
unication.pptx&ei=l9WpUqXgLMGIrQeWtoHQCw&usg=AFQjCNHJV9Fd--
eSVixtoahkQMtYu_07xQ&sig2=R_dhTBVeT-7y-Z9jY9sTpQ&bvm=bv.57967247,d.bmk
Appendix A
INTRODUCTION
The purpose of this questionnaire is to investigate the perceptions of misbehaved students
towards non-verbal communication used in the classroom of a secondary school. You have been
randomly selected as a respondent. Please respond to the items as honestly as possible. Your
responses will be used for academic purposes only and will be treated as confidential. Thank you
for your cooperation.
SECTION A : Please tell us about yourself
Gender : ⃝ Male ⃝ Female
Form :
Email :
Facial expressions used in managing misbehaviour students in secondary school
SECTION B : Please indicate your agreement
Level of Agreement
Strongly
Agree
Agree Neutral Disagree
Strongly
Disagree
1
Teacher maintains eye contact with
misbehaviour students.
1 2 3 4 5
2 Teacher smiles to misbehaviour students. 1 2 3 4 5
3
Teacher grins when misbehaviour students
misbehave in the classroom.
1 2 3 4 5
4
Teacher forms wrinkles on his forehead while
looking at misbehaviour students.
1 2 3 4 5
5
Teacher raises his eyebrows towards
1 2 3 4 5
6
Teacher avoids eye contact with
1 2 3 4 5
7
Teacher rolls his eyes towards misbehaviour
students.
1 2 3 4 5
8
Teacher stares towards misbehaviour
students.
1 2 3 4 5

28
9
Teacher looks down as misbehaviour students
try to speak.
1 2 3 4 5
10
Teacher looks at misbehaviour students and
bites his lower lip.
1 2 3 4 5
Body movements used in managing misbehaviour students
SECTION C : Please indicate your agreement
Level of Agreement
Strongly
Agree
Agree Neutral Disagree
Strongly
Disagree
1
Teacher makes "OK" sign with a thumb when
misbehaviour students give responses.
1 2 3 4 5
2
Teacher sits beside the misbehaviour students
while teaching.
1 2 3 4 5
3 Teacher claps his hands several times loudly. 1 2 3 4 5
4
Teacher nodes his head to the responses
given by misbehaviour students.
1 2 3 4 5
5
Teacher puts his hand on the shoulder of
1 2 3 4 5
6
Teacher points to the door by means asking
misbehaviour students to go out from the
classroom.
1 2 3 4 5
7
Teacher turns around and ignores
1 2 3 4 5
8
Teacher shakes his head to the responses
given by misbehaviour students.
1 2 3 4 5
9 Teacher crosses his arms during teaching. 1 2 3 4 5
10
Teacher slaps misbehaviour students on their
cheeks.
1 2 3 4 5

Rp sample full text (lily)

More Related Content

What's hot (20)

Similar to Rp sample full text (lily) (20)

More from Hafizul Mukhlis (20)

Recently uploaded (20)

Rp sample full text (lily)