Novianti Patroli, 2013 The Use Of Gesture In Teaching English To Young Learners
Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
purpose of using gesture was examined to answer the third research question. Some clarifications from the interview were also added to complete the
discussions of findings.
3. Thinking about Things
Thinking things means to examine the things that have been collected. The goals for this process are listed as follows: 1 to make some type of sense out of
each collection, 2 to look for patterns and relationships both within a collection and also across collections, and 3 to make general discoveries about the
phenomena being researched. Returning to the jigsaw analogy, after sorting the puzzle pieces into
groups, inspecting individual pieces to determine how they fit together and form smaller parts of the picture. This process usually involves a lot of trial, error, and
frustration. A similar process took place in the analysis of the current research. In analyzing the types of gestures, the situations, and purposes, errors and
confusions was experienced. Many things about gestures that had been noticed need to be compared
and contrasted to discover similarities and differences, build typologies and find sequences and patterns. The findings show the deictic gesture was the most
commonly used gesture, eliciting was the situations in which gestures were mostly used, and the last, teacher gestured to clarify lexical meaning. Those things were
then compared and analyzed to find the patterns. All the stages in QDA kept repeating until the conclusion was drawn or
until the picture could be seen clearly. In this problem where gesture was the main topic, the process of collecting, noticing, and thinking was so important to
see the relationship of each problem stated in research questions. This repetition was really helpful to recognize, identify, and understand the use of gestures in
teaching English to young learners.
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Novianti Patroli, 2013 The Use Of Gesture In Teaching English To Young Learners
Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the conclusion of the conducted research and the recommendations for the further research with the same topic.
A. Conclusions
The main purposes of this research were to find out what types of gestures mostly used, the situations in which gestures are mostly used, and the purposes in
which gestures are mostly used. After analyzing and discussing the data, the results of this study show that teacher exhibited only four types of basic gestures proposed
by McNeill 1999 in which concrete deictic is the most commonly used gesture in the classroom. That gesture was used to explain concrete object and ask for stud
ents’ contributions. As well as concrete deictic, teacher used abstract deictic gesture in a
significant number because there were many terms to be explained related to non- present objects. In addition, pictographic metaphoric also occurred frequently
because it was used to support the game. It can be found that gestures mostly used in eliciting situation. Teacher used
gestures in that situation to initiate the communication and check for students’
understanding. The other situation in which gestures occurred frequently was presenting. In this situation, the teacher presented certain information or materials to
be given in the classroom. The teacher used simple words by supporting them with gestures. As well as in presenting situation, gestures in organizing situation were
great in number. The teacher used gestures in this situation to create an environment conducive for learning.
The results for the third research question explain gestures observed in all classes occurred mostly when the lesson focusing on meaning. This is in line with
Lazarton 2004 who assumed that the instructor observed in her study gestured with a greater frequency when the lesson focused on meaning as opposed to on form. This
