Analizing Students Perception Toward Linguistic And Non Linguistic Factors Of Efl Lecturer
Keywords:
EFL lecturers, students’ perceptions, linguistic factors, non-linguistic factors, classroom communication, English language teaching.Abstract
Effective classroom communication plays a crucial role in English as a Foreign Language (EFL) teaching and learning, particularly in facilitating students’ understanding, engagement, and interaction. This study aimed to analyze students’ perceptions of the linguistic and non-linguistic factors demonstrated by EFL lecturers during classroom communication. Employing a descriptive qualitative research design, the study involved 20 third-semester students from the English Education Department, Faculty of Teacher Training and Education, Universitas Muhammadiyah Sidenreng Rappang, Indonesia. Data were collected through structured interviews and analyzed using descriptive analysis. The investigation focused on eight indicators categorized into two dimensions: linguistic factors, comprising pronunciation accuracy, appropriate stress, intonation and duration, word choice, and communicative appropriateness; and non-linguistic factors, including lecturers’ calm and natural attitudes, gestures and facial expressions, voice volume, and speaking fluency. The findings revealed that students perceived both linguistic and non-linguistic factors as influential aspects of lecturers’ classroom communication. Pronunciation accuracy and appropriate gestures and expressions received positive responses from all 20 participants (100%). Appropriate stress, tone, and duration, as well as communicative appropriateness, were identified by 19 participants (95%). Furthermore, 18 participants (90%) acknowledged the influence of lecturers’ attitudes and speaking fluency, while 15 participants (75%) identified word choice and 14 participants (70%) recognized voice volume as influential factors. Overall, 143 of the 160 recorded responses (89.38%) indicated that the examined factors influenced students, whereas 17 responses (10.62%) indicated otherwise. These findings suggest that effective EFL classroom communication requires lecturers to integrate appropriate linguistic competence with supportive non-verbal communication skills. The study highlights the importance of clear pronunciation, effective verbal delivery, expressive gestures, and positive lecturer attitudes in creating a communicative and supportive English language learning environment.
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