Abstract

             The thematic paper, "An Analytical Study of Non-Verbal Language as Instructional Media in Dighanikaya" had two main purposes: to study the content of non-verbal language in Dighanikaya, and to analyze non-verbal language as the communication instruction media in Dighanikaya. This was a documentary research to collect all data from Tipitaka, and Buddhist academic paper with Theory and communication process with the non-verbal descriptive analysis.

             A result of this study was that non-verbal language was spoken language such as presented manner in various positions. The Buddha used it as the communication instruction media and spoken language in the past time. Non-verbal language was divided into seven types: 1.) Desa-bhasa to use places and space for communication, 2.) Kala-bhasa to use times for communication, 3.) body language to present bodily manner for communication, 4.) physical language to use a face for communication, 5.) touching language to use the bodily touching action for communication, 6.) Pari-bhasa to use the articulation for communication, and 7.) material language to use the material for communication.

             Non-verbal language was presented in the same or different characteristics and meanings. It depended upon each event that the Buddha was concerned. The Buddha presented non-verbal language different and proper for the listeners. Non-verbal language frequently used was bodily language. Different types of non-verbal language were used in the place of words and the support of words in order to make the listeners get faith in his delivered sermons. This non-verbal language was important for Dhamma propagation to encourage and make the listeners understand Dhamma.

             The characteristics of using the places showed the Buddhahood in manner or bodily movement. The physical manner was a face. The touch was the physical touch to present feelings. Pari-bhasa represented a thing in a place of respect. Repetition of words was to stress content of the sermons. Replacing the words was to present in the place of words. To support the words was to make the listeners clearly understand. Finally, to stress the words was to stress personal speaking. 

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