INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
The Role of Nonverbal Communication in the Hadith of Jibril:  
Effective Arabic Language Teaching Strategies for Non-Native  
Speakers  
Mohd Ala-uddin Othman1*, Mohd Firdaus Yahaya1, Mohd Hazli Yah@Alias1, Che Mohd Zaid Yusuf2,  
Muhammad Rusdi Ab Majid3  
1Universiti sultan Zainal Abidin  
2Universiti Malaysia Terengganu  
3Institut Pendidikan Guru Dato’ Razali Ismail  
*Corresponding Author  
DOI: https://dx.doi.org/10.47772/IJRISS.2025.91100011  
Received: 10 November 2025; Accepted: 20 November 2025; Published: 27 November 2025  
ABSTRACT  
Nonverbal communication plays an important role in the teaching process, especially in the teaching of Arabic  
to non-native speakers. The Hadith of Jibril, which recounts the interaction between Prophet Muhammad  
(PBUH) and the Angel Jibril, provides a classic example of how nonverbal communication supports verbal  
messages. This article analyzes the nonverbal elements in the Hadith of Jibril, such as body posture, hand  
gestures, and nonverbal affirmation, and links these elements to pedagogical practices in Arabic language  
teaching. This study uses a content analysis approach, referencing nonverbal communication theories by  
Mehrabian, Argyle, and Hall. The results of the study show that nonverbal communication plays a role in  
reinforcing students’ understanding and enhancing the effectiveness of teaching. The article also provides  
practical guidelines for applying nonverbal communication elements in the teaching of Arabic to non-native  
speakers.  
Keywords: Nonverbal communication, Hadith of Jibril, Arabic language teaching, non-native speakers,  
pedagogy.  
INTRODUCTION  
In the field of language teaching, communication is not solely about conveying messages verbally; it also  
involves nonverbal communication that complements and strengthens the message being delivered. Nonverbal  
communication includes elements such as body language, hand gestures, facial expressions, and body posture.  
For non-native Arabic speakers learning the language, nonverbal communication is an essential tool to help them  
understand the language and the new cultural context. The Hadith of Jibril, narrated by Umar bin al-Khattab  
(RA), provides a classic example of how nonverbal communication can be used to effectively convey important  
messages. In this hadith, the interaction between Prophet Muhammad (PBUH) and the Angel Jibril illustrates  
several forms of nonverbal communication relevant to teaching, particularly in the context of language  
instruction. This article aims to examine the nonverbal elements present in the Hadith of Jibril and relate them  
to the teaching of Arabic for non-native speakers  
Research Objectives  
The main objectives of this article are:  
1. To analyze the nonverbal communication elements found in the Hadith of Jibril.  
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2. To examine how these elements can be applied in the teaching of Arabic to non-native speakers.  
3. To explore the role of nonverbal communication in accelerating the language comprehension process for  
non-native learners.  
LITERATURE REVIEW  
Albert Mehrabian's (1971) communication theory highlights the profound impact of nonverbal communication  
in face-to-face interactions, emphasizing that 55% of messages are conveyed through nonverbal signals, 38%  
through voice intonation, and only 7% through verbal language. This underscores the essential role of body  
language and other nonverbal cues in reinforcing spoken communication. For teaching Arabic to non-native  
speakers, particularly those with limited exposure to the language, nonverbal communication serves as a vital  
tool in elucidating challenging concepts and bridging linguistic gaps.  
Michael Argyle's (1975) research further accentuates the role of nonverbal communication in interpersonal  
interactions. He posits that cues such as facial expressions, body posture, and hand gestures enrich verbal  
messages, making them more comprehensible. In the context of teaching Arabic, these nonverbal elements assist  
students in grasping complex language structures, enabling teachers to convey abstract or nuanced meanings  
effectively.  
The study by Mohd Alauddin Othman (2020) underscores the significance of nonverbal communication in  
language learning. His work, "The Development of Nonverbal Communication Pedagogy Module from the  
Quran in Teaching Arabic," explores the use of gestures, facial expressions, and intonation as strategies to  
simplify the understanding of Arabic. He argues that these methods are particularly effective in addressing the  
challenges posed by complex linguistic structures, thereby enhancing student comprehension.  
Edward Hall’s (1966) concept of proxemics analyzing the role of physical distance in communication provides  
additional insights into nonverbal communication. Hall notes that close physical proximity often signifies trust  
and intimacy in Arab culture, an observation that is particularly pertinent in teaching Arabic. By fostering a  
closer teacher-student physical dynamic, educators can create an engaging and supportive learning environment,  
helping non-native speakers adapt to both linguistic and cultural nuances.  
Nonverbal communication profoundly influences educational outcomes, as highlighted by Mansor Ahmad  
Saman, Ramli Mohamed, and Shawaluddin Alias (1984). Their research defines communication as the exchange  
of ideas, values, and attitudes, with nonverbal elements forming an integral part of this process. Tubbs and Moss  
(2000) corroborate this perspective, stressing that nonverbal cues enhance the effectiveness of teaching by  
conveying messages that transcend spoken language. These findings are reinforced by Nor Shafrin Ahmad,  
Fadzilah Amzah, and Rahimi Che Aman (2009), alongside Moore (2001), who emphasize the dual importance  
of verbal and nonverbal communication in facilitating a seamless and impactful teaching-learning experience.  
The link between teacher quality and student achievement is well-established in the works of Darling and  
Youngs (2002) and Smith and Gorard (2007). Their findings align with Walsh's (2001) assertion that effective  
teaching practices significantly influence student success. In this context, nonverbal communication emerges as  
a crucial pedagogical strategy, enabling teachers to establish rapport with students, maintain their engagement,  
and address their individual learning needs effectively.  
Zulkifli Abdullah (1999) observes that the success of communication hinges on the communicator's ability to  
deliver the message and the receiver's capacity to comprehend it. Nonverbal communication fulfills six primary  
functions as outlined by Burgoon and Saine (1973): redundancy, substitution, accentuation, complementing,  
regulation, and contradiction. These functions collectively ensure that messages are delivered with greater clarity  
and depth. Richmond and McCroskey (2000) found that nonverbal behaviors are the most effective in fostering  
teacher-student relationships, a conclusion drawn from their extensive study involving over ten thousand  
teachers.  
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Hand gestures play a pivotal role in communication, serving as interpretative markers that enhance message  
clarity. Neill and Caswell (1993) emphasize their significance, particularly in educational settings, where they  
assist in conveying abstract or challenging ideas. Ainon Mohd and Abdullah Hassan (1999) discuss the concept  
of proxemics, identifying four interaction distances intimate, personal, social, and public each of which  
influences classroom dynamics. Strategic use of proxemics in teaching Arabic can foster a more interactive and  
focused learning atmosphere.  
Kinesics, encompassing movements such as walking, standing, and sitting, adds layers of meaning to verbal  
communication (Bebe et al., 2011a; Burton & Dimlebey, 1995; Devito, 2007). These physical expressions,  
combined with paralinguistic features like intonation, stress, and pitch, significantly enhance message delivery.  
Studies by Hargie (2011) and Hill et al. (2007) explore the role of voice fillers and prosodic signals, while Nordin  
Halias (2016) highlights the effectiveness of varied intonation in capturing attention and emphasizing key  
teaching points.  
The importance of using hand gestures to illustrate complex concepts in teaching Arabic is further emphasized  
by Goodal and Waagen (1995) and Indirawati Zahid (2007). These gestures not only clarify verbal explanations  
but also create visual associations that aid in memory retention. This is particularly valuable in teaching non-  
native speakers, as it bridges the gap between unfamiliar linguistic structures and students’ existing knowledge.  
Nonverbal communication plays a transformative role in teaching Arabic, where linguistic challenges often  
require innovative strategies for effective learning. By leveraging body language, gestures, and paralinguistic  
cues, educators can enhance comprehension, foster engagement, and build meaningful connections with  
students. These approaches ensure that Arabic language instruction transcends linguistic barriers, creating a  
dynamic and inclusive learning environment.  
METHODOLOGY  
The methodology of this study employs a content analysis approach to examine nonverbal communication  
elements in the Hadith of Jibril. The study focuses on aspects such as body positioning, hand gestures, physical  
touch, and nonverbal confirmation signals in the interaction between Prophet Muhammad (PBUH) and the Angel  
Jibril. This approach is appropriate as it helps uncover the implicit meanings behind nonverbal actions that are  
not explicitly stated but play a significant role in conveying the message.  
The content analysis process involves several steps, including data collection from the text of the Hadith of Jibril,  
in-depth observation of the nonverbal interactions, categorization of these elements, and semantic analysis to  
understand the deeper meanings of each element. This analysis is conducted with reference to the cultural context  
of the Arabs and the Islamic religious context to enhance the understanding of the teachings of Prophet  
Muhammad (PBUH).  
The study also includes the collection of secondary data from previous literature, encompassing studies on  
nonverbal communication theories by scholars like Mehrabian, Argyle, and Hall. Additionally, research on Arab  
culture by Rugh and a thesis on nonverbal communication in the teaching of Arabic by Mohd Alauddin Othman  
are referenced to support the analysis and conclusions drawn.  
However, there are limitations, such as the restricted availability of primary sources and the interpretation of  
nonverbal elements, which may be influenced by modern cultural differences. To ensure validity and reliability,  
a data triangulation approach is employed, where the study’s findings are compared with widely accepted  
nonverbal communication theories in academic research.  
Data Analysis  
The study of nonverbal communication elements in the Hadith of Jibril reveals key insights into their relevance  
in Arabic language teaching, especially for non-native speakers. These elements, including physical appearance,  
body posture, hand gestures, physical touch, confirmation signals, and silence, collectively enhance the learning  
environment. By incorporating these nonverbal cues into teaching strategies, educators can make lessons more  
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dynamic and foster a deeper understanding of the Arabic language. Each element plays a unique role in creating  
an engaging and supportive classroom atmosphere.  
Physical Appearance and Its Influence in Teaching Arabic  
Physical appearance, a critical component of nonverbal communication, conveys a range of subtle but impactful  
messages in educational settings. In the Hadith of Jibril, the angel appeared in clean, white attire, symbolizing  
purity, authority, and the significance of the message he delivered. This example highlights the importance of a  
teacher’s appearance in influencing students’ perceptions of credibility and professionalism. The neat and  
organized presentation of a teacher indirectly signals their seriousness and respect for the knowledge being  
imparted. This, in turn, motivates students to approach their learning with equal seriousness.  
In Arab and Islamic cultural contexts, white clothing is associated with values such as purity and sincerity. The  
symbolic resonance of such attire underscores the significance of nonverbal cues in teaching. When educators  
mirror these cultural values through their appearance, they not only reinforce the sanctity of the lessons but also  
add clarity and weight to their messages. This approach can be particularly impactful when teaching Arabic to  
students who are new to the language or its cultural underpinnings.  
A teacher’s physical appearance is also pivotal in shaping students’ confidence and trust. According to Mohd  
Alauddin Othman, a teacher’s professional and neat appearance directly influences how students perceive their  
credibility. Students tend to respect and trust educators who present themselves with care, as this reflects a  
commitment to their teaching responsibilities. In the context of Arabic, which is often perceived as a challenging  
subject due to its complex grammar and vocabulary, a teacher’s polished appearance fosters a disciplined and  
focused learning environment.  
The significance of appearance extends beyond professionalism; it also serves as a medium for conveying respect  
for the subject matter. For instance, a teacher tackling complex Arabic grammar topics, such as nahw or sarf,  
benefits from maintaining a professional appearance. This nonverbal signal communicates to students that the  
lesson demands their full attention and respect. Conversely, an untidy or disheveled appearance could undermine  
the teacher’s authority, causing students to question their credibility and disengage from the learning process.  
Teacher credibility is further reinforced when appearance aligns with the cultural and moral dimensions of the  
subject being taught. In Arabic language instruction, which often intertwines with Islamic teachings, a modest  
and neat appearance conveys respect for both the language and its religious significance. This alignment not  
only strengthens students’ trust in the teacher but also serves as a model for behavior and values that students  
are encouraged to emulate. A well-dressed teacher effectively embodies the principles of the knowledge they  
impart, creating a more holistic and impactful educational experience.  
The learning environment is also influenced by the teacher’s appearance. Neatly dressed educators foster respect  
and responsibility among students, which in turn boosts their motivation to learn. Arabic language teaching,  
which requires precision and a deep focus on linguistic rules, benefits from a structured and disciplined  
atmosphere. A teacher’s well-maintained appearance sets the tone for such an environment, reinforcing the  
seriousness of the subject while instilling a sense of purpose and commitment in students.  
Additionally, physical appearance serves as a subtle tool for managing classroom discipline. In Arabic  
instruction, where concepts often require repeated practice and attention to detail, a teacher’s organized  
appearance communicates the importance of maintaining focus and rigor. This nonverbal cue can help steer  
students toward productive behaviors, even when they encounter difficulties in mastering new language  
structures. A disciplined and orderly classroom environment can thus motivate students to persevere in their  
learning journey.  
Teachers also act as role models through their appearance, particularly in contexts where Arabic is taught  
alongside Islamic values. Students often look to their teachers for cues on behavior and ethics. A neat and  
modestly dressed teacher exemplifies respect for the sacred knowledge they are imparting, encouraging students  
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to adopt similar attitudes. This dynamic is especially important when teaching Arabic in religious settings, where  
the language serves as a gateway to understanding the Quran and Hadith.  
Moreover, the moral message conveyed through a teacher’s appearance reinforces the integration of ethical  
values into the learning process. For example, a teacher who dresses modestly while teaching Quranic lessons  
subtly communicates the sanctity of the content being discussed. This approach not only enhances students’  
respect for the teacher but also instills in them a reverence for the knowledge being shared. By embodying these  
values, educators create a positive and disciplined environment that supports effective learning.  
Physical appearance, as a dimension of nonverbal communication, plays a multifaceted role in Arabic language  
instruction. Beyond signaling professionalism and credibility, it influences the learning environment, shapes  
student behavior, and conveys moral and cultural values. When educators present themselves thoughtfully, they  
not only enhance the delivery of their lessons but also inspire students to engage more deeply with the language  
and its associated cultural contexts. Through this holistic approach, teachers can elevate the overall effectiveness  
of Arabic language education for non-native speakers.  
Body Posture in Teaching  
Body posture is one of the crucial elements in nonverbal communication, playing a significant role in conveying  
messages without words. In the context of the Hadith of Jibril, Jibril sat very close to Prophet Muhammad  
(PBUH), with their knees almost touching, signaling closeness, seriousness, and respect. Jibril’s body posture  
indicated that he was fully present in the interaction, with his close and respectful posture emphasizing the  
importance of the message he was delivering.  
In teaching, a teacher’s body posture can significantly impact how students receive the lesson being delivered.  
An upright and open posture from a teacher indicates confidence, assertiveness, and a willingness to engage.  
This signals to students that the teacher is ready to interact with them and is serious about imparting knowledge.  
Conversely, a slouched or closed posture may suggest a lack of interest or unwillingness to engage with students,  
which can negatively affect students' motivation.  
Moreover, good body posture helps create a supportive atmosphere in the classroom. For instance, a teacher who  
stands with a relaxed but energetic posture in front of the class projects confidence, signaling to students that the  
teacher is knowledgeable about the subject being taught. In teaching Arabic, which often involves complex  
vocabulary and grammar structures, an upright and engaged posture reflects the teacher’s commitment to  
ensuring students understand the concepts being taught.  
Body posture can also be used to show focus on individual students. For example, when a teacher leans slightly  
toward a student while they ask a question or provide an answer, this posture indicates that the teacher is giving  
full attention to that student. This conveys that every student’s question and answer is important and valued,  
which in turn increases the student’s confidence and motivation.  
In the context of teaching Arabic, students often face challenges in understanding the structure of the language,  
which differs from their native language. A teacher who adopts a supportive and open body posture—such as  
standing upright, making eye contact, or moving toward students when they need clarification—can help  
facilitate the learning process more effectively.  
Proxemics in Teaching  
Proxemics is a concept introduced by Edward T. Hall (1966), referring to the study of how physical distance  
between individuals affects communication and interaction. Hall divides proxemics into several categories of  
distance: intimate, personal, social, and public. Each category carries specific meanings in interactions, and  
different uses of physical distance can significantly impact how messages are received and perceived by others.  
In the context of the Hadith of Jibril, Jibril’s very close proximity to Prophet Muhammad (PBUH) reflects an  
intimate personal distance. This demonstrates closeness, trust, and seriousness in the interaction. The close  
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distance also indicates that the message being delivered is very important and requires the full attention of both  
parties. In teaching, the physical distance between the teacher and students plays a similarly important role in  
creating a positive and effective learning environment.  
In Arabic language teaching, the physical distance between the teacher and students can influence the level of  
interaction and student focus. A teacher who is physically closer to the students can increase their attention and  
create a more interactive environment. For example, a teacher walking among rows of students while teaching  
or standing close to them as they ask questions can help establish a closer connection between the teacher and  
students. This connection can enhance students’ trust in the teacher and make it easier for them to interact and  
ask questions without fear or hesitation.  
Proxemics is also closely related to the personal attention given by teachers to students. When a teacher moves  
closer to a student, it shows that the teacher is giving full attention to that student. In Arabic language teaching,  
a teacher who approaches students while providing explanations or helping them with grammar questions shows  
personal attention, which can increase the student’s confidence to continue asking questions or attempting new  
challenges.  
However, it is important for teachers to understand the balance in using proxemics. If a teacher gets too close to  
a student without considering the cultural context or the student’s comfort, this can create discomfort or invade  
the student’s personal space. Therefore, teachers must be sensitive to how students may feel about physical  
proximity and adjust their use of proxemics according to the individual needs of students and the classroom  
environment.  
Additionally, Arabic language teaching, which often requires explaining complex grammar or sentence  
structures, can be facilitated by the proper use of proxemics. For instance, when explaining complex grammar  
structures like fi'il majhul (passive verbs), a teacher who moves closer to students can make understanding easier  
by giving direct examples in front of the students and closely observing their reactions to ensure their  
comprehension.  
In modern teaching, especially in an interactive classroom setting, the teacher’s physical movement within the  
classroom plays a key role in promoting two-way interaction. A teacher who moves from one area to another  
within the classroom, interacting with small groups of students or individuals in turns, shows that they are giving  
balanced attention to all students. This allows students to feel more appreciated and motivates them to engage  
more actively in learning.  
Body posture and proxemics are two important elements in nonverbal communication that can have a significant  
impact on teaching and learning. A teacher’s upright, open posture and active interaction with students signal  
that the teacher is serious about their delivery and focus on the students. Proxemics, or the physical distance  
between the teacher and students, can be strategically used to build closer relationships and enhance two-way  
interaction in the classroom.  
In teaching Arabic to non-native speakers, both of these elements can be used to facilitate students’  
understanding of complex concepts and increase their confidence in interacting with the teacher. By using the  
correct body posture and appropriate physical distance, teachers can create a more dynamic learning environment  
that supports students' achievement in understanding and mastering the Arabic language  
Physical Touch and Hand Gestures in Language Teaching  
The interaction described in the Hadith of Jibril, particularly the moment when Jibril’s knees touched the knees  
of Prophet Muhammad (PBUH), illustrates a form of nonverbal communication that conveys full attention,  
seriousness, and pedagogical intimacy. Although such physical touch is not applicable in modern classrooms  
due to ethical and cultural boundaries, the communicative essence behind it can be preserved through  
nonphysical means that still signal focus and intentionality. Hand gestures, facial expressions, and purposeful  
body orientation serve as appropriate substitutes that fulfil the same instructional function. These forms of  
nonverbal behaviour allow teachers to demonstrate emphasis, indicate relational closeness, and highlight  
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important segments of a lesson without crossing professional limits. The communicative symbolism found in  
the hadith therefore becomes a guiding principle: meaningful physical presence can be translated into visual  
clarity, responsive gestures, and attentive positioning that support the learning process for non-native Arabic  
learners.  
Hand gestures become particularly valuable because they extend this principle into a visually accessible teaching  
technique that supports comprehension of concepts often difficult to grasp through words alone. Arabic contains  
a wide range of vocabulary and verb forms that carry different meanings depending on context, and gestures  
provide learners with a concrete representation of these abstract elements. Demonstrations of movement when  
teaching action verbs, directional gestures when explaining sentence structure, and contrasting hand motions  
when differentiating subjects and objects help students internalize the logic of the language. Gestures also assist  
in maintaining attention, emphasizing key grammar rules, and reflecting authentic patterns of Arab  
communication. Such multimodal reinforcement enables learners to follow the teacher’s message through both  
visual and auditory channels, allowing for a deeper processing of vocabulary, grammar, and cultural expression.  
The pedagogical value of gestures therefore echoes the communicative clarity exemplified in the Hadith of Jibril,  
transforming symbolic nonverbal cues into practical strategies that enhance understanding and engagement in  
contemporary Arabic language classrooms.  
Hand Gestures as a Learning Tool  
In teaching Arabic, hand gestures can be an effective tool to help students understand concepts or words that  
may be difficult to grasp verbally. Arabic is a language rich in vocabulary, and many words have multiple  
meanings depending on the context or the verb form used. Teachers who use hand gestures while explaining  
these concepts can help students visualize the meaning of words or phrases, especially when it involves verbs  
describing actions.  
For example, when teaching verbs like "run" (
يسعى
) or "jump" (
يقفز
), the teacher can use hand gestures to clearly  
demonstrate the action of running or jumping. These gestures not only help students who may struggle to  
understand the meaning of the words verbally, but they also provide a more concrete depiction of the action.  
This is particularly important for students who learn through visual or kinesthetic styles, as they tend to  
understand a concept better when they see or mimic it, rather than simply hearing an explanation.  
Additionally, hand gestures can be used to emphasize important ideas in a lesson. For instance, when the teacher  
explains complex grammar structures such as passive verbs (fi'il majhul), hand gestures can be used to  
differentiate between the subject and object in a sentence. This way, students can observe the teacher's hand  
movements separating the two main elements of the sentence, thus clarifying the grammar being taught. This is  
particularly effective in teaching grammar, which may seem abstract to non-Arabic-speaking students.  
Hand gestures can also help depict the direction of movement, such as when teaching transitive verbs involving  
objects. For example, when explaining a phrase like "Zayd gives the book to Ali" in Arabic (
ي
عل
ل
 
كتاب
ال
 
طى
ع
أ
 
يد
ز
),  
the teacher can use hand gestures to show the movement of the book from Zayd to Ali. This helps students  
visualize the sentence structure and understand how Arabic grammar works, where the subject, object, and verb  
are arranged differently than in other languages.  
Using Hand Gestures to Capture Students' Attention  
In addition to helping clarify word meanings or concepts, hand gestures also serve as a tool to capture students'  
attention during the teaching process. In the classroom, students may lose focus if the teacher speaks too much  
without using nonverbal communication. Well-planned and meaningful hand gestures can redirect students'  
attention to key aspects of the lesson.  
For example, when teaching difficult grammar topics such as jins al-isim (types of nouns) or harf jar  
(prepositions), hand gestures combined with the explanation can help students focus on the main points the  
teacher is explaining. Dynamic gestures like raising a hand to emphasize a keyword, or pointing to the  
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whiteboard or other teaching materials, can serve as visual cues for students to pay attention to those parts. This  
way, students are more likely to associate the hand movements with the lesson content being discussed.  
Furthermore, in Arab culture, hand gestures are often used to reinforce verbal messages. In social interactions,  
hand gestures are used to express emotions, clarify meaning, or emphasize points. An Arabic teacher who uses  
hand gestures in the classroom not only mirrors an important aspect of Arab culture but also helps non-native  
speakers better understand the cultural context and communication style that often accompanies hand gestures.  
This provides students with not only an understanding of Arabic in terms of grammar and vocabulary but also  
an appreciation of Arab communication culture.  
Hand Gestures in Vocabulary and Grammar Teaching  
Arabic vocabulary and grammar often pose challenges to non-native students due to differences in language  
structure compared to their native language. In these cases, hand gestures can be a useful tool to help students  
understand and remember the meanings of words or more complex grammatical concepts. For example, when a  
teacher wants to explain the difference between transitive and intransitive verbs, hand gestures can be used to  
show how transitive verbs require an object to receive the action, while intransitive verbs do not.  
For instance, in the sentence "Ali hits Zayd" (
يد
ز
 
ضرب
 
ي
ل
ع
), the teacher can use hand gestures to show Ali as the  
subject performing the action of hitting, and Zayd as the object receiving the action. A gesture mimicking the  
act of hitting can provide students with a clearer understanding of how transitive verbs work. This can also be  
used to teach bina' fi'il majhul (the passive form of verbs), where the object of the sentence becomes the subject  
in the passive sentence. By demonstrating the hand movement from the object to the subject, students can better  
understand how the passive form functions in Arabic.  
Using Hand Gestures to Reinforce Nonverbal Communication  
In the broader context of nonverbal communication, hand gestures can be used to reinforce verbal messages and  
make teaching more effective and interactive. Hand gestures synchronized with the teacher's speech can help  
create the perception of focus and seriousness in the teaching process. When students see that the teacher is not  
only speaking but also using hand gestures to emphasize key ideas, they are more likely to follow the lesson  
because their attention is drawn to both the visual and auditory elements.  
For example, when explaining verses from the Qur'an that contain deep meanings, a teacher can use soft and  
rhythmic hand gestures to reinforce the sense of appreciation for the meaning of the verses. Slow and structured  
hand gestures can help students understand the contextual meaning more deeply, especially when the verses  
involve abstract meanings or concepts that are difficult to explain with words alone. These rhythmic gestures  
can create a profound emotional impact, helping students not only understand but also feel the message being  
conveyed.  
In conclusion, physical touch and hand gestures are important elements in teaching Arabic that can help students  
grasp difficult concepts, enhance their attention to the lesson, and strengthen the verbal message delivered by  
the teacher. While physical touch may not be appropriate in modern teaching contexts, the principle behind the  
touch in the Hadith of Jibril can be translated through the effective use of hand gestures in the classroom. Hand  
gestures not only make it easier for students to understand grammar and vocabulary, but they also help connect  
the teaching of Arabic with Arab communication culture, which often involves nonverbal gestures. By using  
well-planned and meaningful hand gestures, teachers can enrich the learning process and help students master  
Arabic more effectively.  
Confirmation Signals in Language Teaching  
Confirmation signals are a crucial element of nonverbal communication that provide immediate feedback to  
individuals, indicating that they are understood and accepted. In the Hadith of Jibril, each time Prophet  
Muhammad (PBUH) gave an answer, Jibril provided verbal confirmation such as "You are correct." This  
confirmation was likely accompanied by nonverbal cues such as a nod or a change in facial expression to indicate  
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agreement. Such confirmation signals play a major role in reinforcing confidence and communicating that the  
individual is on the right track. In a teaching context, especially in Arabic language instruction, nonverbal  
confirmation signals can be effectively used to motivate students and foster a more positive and interactive  
learning environment.  
Confirmation in the Context of Nonverbal Communication  
In nonverbal communication, confirmation refers to actions that signal to another person that they are understood  
and their message has been well received. These signals can take the form of nodding, smiling, positive facial  
expressions, or strong eye contact. In the Hadith of Jibril, the verbal confirmation "You are correct" was likely  
accompanied by nonverbal cues such as a nod or smile to reinforce the message of agreement. By providing  
these confirmation signals, Jibril indicated that the answer given by Prophet Muhammad (PBUH) was accurate  
and that he was on the right track in delivering his response.  
In teaching, both verbal and nonverbal confirmation play a vital role in providing positive feedback to students.  
When students receive confirmation from the teacher, they not only realize that their answer is correct but also  
feel that their efforts are appreciated. This has a direct impact on the students' self-confidence, particularly for  
those who are new to learning Arabic and may face challenges in mastering the language.  
For example, when a student answers a question correctly, a teacher who nods and says, "Correct!" or offers a  
sincere smile sends a signal to the student that their answer is accurate and their effort is recognized. This in turn  
encourages the student to be more active in responding and engaging in class discussions. Mohd Alauddin  
Othman emphasized that nonverbal confirmation signals are an important element in creating a positive and  
supportive learning environment. Students who receive positive feedback through nonverbal signals are more  
likely to feel confident in the learning process and more active in asking questions and participating in classroom  
discussions.  
Nonverbal Confirmation in Teaching Arabic  
In the context of teaching Arabic, nonverbal confirmation signals play a key role in building students' confidence  
and ensuring that they feel valued in the learning process. Arabic, with its complex grammatical structures and  
extensive vocabulary, may cause students, particularly non-native speakers, to feel uncertain about their answers.  
Using nonverbal confirmation signals such as smiles, nods, or supportive eye contact can help alleviate students'  
uncertainty and boost their confidence in giving answers.  
For instance, when a student answers a complex grammar question, such as on passive verbs (fi'il majhul), a  
teacher who nods and smiles confirms that the student's answer is correct. This nonverbal confirmation not only  
provides positive feedback but also gives the student the emotional encouragement needed to continue learning  
and to ask questions if they are confused. Teachers who consistently provide nonverbal confirmation signals  
create a supportive learning environment where students are not afraid to make mistakes and are more confident  
in asking questions when they are unsure.  
Nonverbal confirmation can also be used when students are attempting to answer more difficult questions. In  
this case, even if the student's answer is not entirely correct, the teacher can still provide temporary confirmation  
signals such as a slight nod or eye contact, indicating that the student is on the right track. This signals to the  
student that they are close to the correct answer, and with a bit more effort, they can give the right response. This  
temporary confirmation provides psychological encouragement for students not to give up easily and to keep  
trying.  
Confirmation Signals in Building Teacher-Student Relationships  
Nonverbal confirmation not only helps students to feel more confident in the learning process but also  
strengthens the relationship between the teacher and students. When teachers consistently provide positive  
feedback, whether through verbal or nonverbal signals, students feel more comfortable and open to interacting  
with the teacher. This is especially important in teaching Arabic, where students may feel shy or hesitant to  
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speak in a language that is not their mother tongue. By providing nonverbal confirmation, the teacher sends the  
message that every effort made by the student is valued, no matter how small, which strengthens the bond  
between teacher and student.  
For example, when a student answers a grammar question with an almost correct answer, the teacher can offer  
a supportive smile while correcting the student's answer. This confirmation signals that the student has made  
progress and that the teacher appreciates the effort put forth by the student. Teachers who provide feedback in  
this manner build a classroom environment of trust, where students are not afraid to make mistakes because they  
know their efforts will always be appreciated.  
Research by Mohd Alauddin Othman shows that students who consistently receive nonverbal confirmation from  
teachers are more likely to actively participate in class discussions and ask more questions. This is because  
nonverbal confirmation creates a comfortable and supportive learning environment where students feel valued  
and heard. This, in turn, increases student engagement in the learning process, which is essential for a subject  
like Arabic that requires active participation to master the language.  
Confirmation in Shaping Motivation-Based Learning  
One of the key aspects of teaching Arabic, especially for non-native speakers, is the need to develop students'  
internal motivation to continue learning even when faced with difficulties. Nonverbal confirmation signals, such  
as nodding or smiling, help create a sense of achievement within the students, which in turn builds intrinsic  
motivation to learn. When students feel that they are on the right path and that their efforts are appreciated, they  
are more eager to continue learning and overcome the challenges that arise in mastering Arabic.  
For example, when students successfully answer a complex grammar question such as i'rab (grammatical  
analysis), a teacher who provides positive nonverbal confirmation helps reinforce the students' sense of  
accomplishment. This creates a positive cycle of motivation, where students will continue to strive for correct  
answers because they know that every effort is valued. Frequent and positive nonverbal confirmation can create  
an environment where students feel capable of achieving success even in a difficult subject like Arabic.  
Nonverbal Confirmation as a Tool for Correcting Mistakes  
Nonverbal confirmation also serves as a tool for gently and supportively correcting students' mistakes. In  
teaching Arabic, students often make errors, particularly in the complex aspects of grammar. In such situations,  
teachers can use nonverbal confirmation that is more guiding in nature to help students correct their answers  
without causing embarrassment or lowering their self-esteem.  
For example, when a student provides an incorrect answer, the teacher might give a small nod accompanied by  
a facial expression suggesting that the student should try again. This signals to the student that they are on the  
right track but need to make some corrections. In this way, nonverbal confirmation is used to guide students  
towards the correct answer without making them feel like they have failed. This helps reduce pressure among  
students and fosters a more positive and supportive learning environment.  
Overall, nonverbal confirmation signals play a vital role in the teaching process, especially in the instruction of  
Arabic to non-native speakers. Nonverbal confirmation, such as smiles, nods, and eye contact, not only provides  
positive feedback to students but also builds their confidence and increases their motivation to continue learning.  
The consistent use of confirmation signals by the teacher creates a supportive and motivation-based learning  
environment where students feel appreciated and encouraged to ask questions and actively participate in class  
discussions. By using nonverbal confirmation signals, teachers can reinforce verbal messages, strengthen  
relationships with students, and ensure that students achieve ongoing success in mastering the Arabic language  
Silence as a Reflection Tool in Language Learning  
Silence is often an overlooked element of nonverbal communication, yet it plays an important role in the learning  
process. In the Hadith of Jibril, after Jibril posed important questions and received answers from the Prophet  
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Muhammad (PBUH), there was a period of silence immediately after Jibril left the discussion. This silence  
allowed the companions who were present to reflect and process what had been taught. This situation  
demonstrates that silence is not merely a pause but a crucial tool for deeper reflection and understanding.  
Silence as a Time for Reflection  
In the learning context, silence after a teaching session or explanation of a concept provides students with time  
to reflect and think about what has been taught. This process helps students organize the newly acquired  
information and attempt to understand and connect it with their existing knowledge. In the Hadith of Jibril, the  
silence that occurred after the interaction between the Prophet Muhammad (PBUH) and Jibril provided the  
companions with an opportunity to reflect on the answers given by the Prophet, particularly regarding the core  
tenets of religion such as Islam, Iman, and Ihsan.  
Research shows that reflection is an essential process in learning, helping students to evaluate and understand  
information more effectively. Schon (1983), in his study on reflection in learning, states that "reflection in  
action" is a critical tool that allows individuals to think deeply about their actions or what they have recently  
learned, thus altering or improving their understanding based on that reflection. Therefore, silence after learning  
can be seen as an important tool in supporting this process, providing students with time to think and connect  
new information with the concepts they already know.  
Silence in Teaching Arabic  
In the context of teaching Arabic to non-native speakers, silence can be strategically used by teachers as a  
pedagogical tool. Arabic often has complex grammatical structures and vocabulary that differ from the students'  
native language. When students are faced with these complicated concepts, such as the use of verbs in various  
forms or sentence structures unfamiliar to them, a period of silence after the explanation allows students time to  
process the new information.  
For example, when teaching kalimah fi'il (verbs) that involve various changes based on subject and tense, the  
teacher can first provide the explanation, followed by a period of silence that allows students to process the  
information. This silence gives students time to think about what has been taught, construct sentences in their  
minds, or relate the new information to their prior knowledge. During this time, students may arrive at  
conclusions or additional questions that can help strengthen their understanding of the concept.  
A study by Walsh and Sattes (2005) found that silence, or "wait time," after teachers ask a question or explain a  
concept, enhances the effectiveness of learning. They demonstrated that giving students time to think before  
answering or asking questions leads to more accurate and thoughtful responses. In Arabic language instruction,  
this means that students can think about the correct grammatical forms or vocabulary before responding, thereby  
enhancing the overall language learning process.  
Silence as a Cognitive Management Tool  
In addition to providing time for reflection, silence also aids in managing cognitive load. Language teaching,  
particularly for a complex language like Arabic, requires students to process large amounts of information  
simultaneously—including grammar, vocabulary, intonation, and cultural aspects. Silence after the explanation  
of a new concept helps reduce students' cognitive load by allowing them to focus on one thing at a time.  
For instance, when a teacher explains Arabic grammar, students may struggle to understand verb changes or the  
use of certain particles. If the lesson is delivered continuously without a period of silence, students may feel  
overwhelmed and unable to absorb the information fully. Silence provides the brain with time to adjust and  
digest the material, enabling students to understand the concepts more clearly.  
Sweller (1988), in his study on cognitive load, emphasized that effective learning requires good cognitive load  
management, where information is presented in an organized manner with time for students to process it. In the  
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context of teaching Arabic, silence after complex explanations allows students to organize the newly received  
information and reduces the likelihood of them feeling overwhelmed or confused.  
Silence and Student Engagement in the Classroom  
Silence can also serve as a tool to encourage student engagement in the classroom. In many cases, students may  
hesitate to ask questions or provide immediate feedback after the teacher's explanation, particularly if they need  
time to digest the information. By providing a period of silence, the teacher gives students the space to organize  
their thoughts and decide whether they need further clarification or are ready to respond.  
In the context of the Hadith of Jibril, the silence following the interaction between Jibril and the Prophet  
Muhammad (PBUH) may also have served as a signal that the teaching session had concluded and the  
companions could take time to reflect or ask additional questions if needed. This can also be applied in the  
classroom, where silence gives students time to ask questions or express their confusion without feeling rushed.  
For example, in Arabic instruction, after the teacher explains a challenging concept such as i'rab (grammatical  
analysis) or nahu (syntax), students may need time to formulate questions or requests for further explanation.  
Silence not only allows students to process the information but also encourages them to feel more confident in  
asking questions or sharing their thoughts, which in turn enhances their engagement in the learning process.  
In the Hadith of Jibril, the silence that occurred after the teaching session between Jibril and the Prophet  
Muhammad (PBUH) provides a clear example of how silence can function as a tool for reflection and deep  
understanding. In the context of teaching Arabic, silence plays a crucial role in giving students time to digest  
information, reduce cognitive load, and encourage student engagement. By strategically applying silence in the  
classroom, Arabic language teachers can help students not only understand the language better but also build the  
confidence to communicate and ask questions about concepts they do not yet understand.  
CONCLUSION  
The analysis of the Hadith of Jibril demonstrates that nonverbal communication plays a crucial role in conveying  
religious and educational messages. In the context of teaching Arabic to non-native speakers, elements of  
nonverbal communication such as hand gestures, body posture, and confirmation signals can enhance students'  
comprehension and accelerate the learning process. The use of nonverbal communication not only aids in  
delivering information more clearly but also fosters a closer relationship between teachers and students, which  
is vital in language education.  
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