Facilitating the first grade students` understanding of the classroom language by using gestures : a study at SD Tarakanita Magelang.

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FACILITATING THE FIRST GRADE STUDENTS’
UNDERSTANDING OF THE CLASSROOM LANGUAGE
BY USING GESTURES: A STUDY AT
SD TARAKANITA MAGELANG
A SARJANA PENDIDIKAN FINAL PAPER
Presented as Partial Fullfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Parahita Jati Wihani
Student Number: 081214096

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2014

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FACILITATING THE FIRST GRADE STUDENTS’
UNDERSTANDING OF THE CLASSROOM LANGUAGE
BY USING GESTURES: A STUDY AT
SD TARAKANITA MAGELANG
A SARJANA PENDIDIKAN FINAL PAPER
Presented as Partial Fullfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree

in English Language Education

By
Parahita Jati Wihani
Student Number: 081214096

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2014
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I dedicate this final paper to:

Jesus Christ and Mother Mary
My beloved parents, Bapak Stephanus Siswiharno &
Ibu Rosalia Budi Tutiyani
My beloved sisters...Rossy & Cindy

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STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this paper, which I have written, does not contain the work
or parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.

Yogyakarta, 12th February 2014

The writer

Parahita Jati Wihani
081214096

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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama
Nomor Mahasiswa

: Parahita Jati Wihani
: 08 1214 096

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
FACILITATING THE FIRST GRADE STUDENTS’
UNDERSTANDING OF THE CLASSROOM LANGUAGE
BY USING GESTURES: A STUDY AT
SD TARAKANITA MAGELANG
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan
data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau
media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya
maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya
sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 12 Febuari 2014

Yang menyatakan

Parahita Jati Wihani

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ABSTRACT
Wihani, Parahita J.. 2014. Facilitating the First Grade Students’ Understanding
of the Classroom Language by Using Gestures: A Study at SD Tarakanita
Magelang. Yogyakarta: English Language Education Study Program. Department
of Language and Arts Education Sanata Dharma University.
Teaching young learners is different from teaching adults. It needs strategy
to help young learners understand the classroom language. This classroom

language includes words, phrases, and sentences. Young learners have their own
characteristics in learning a foreign language. One of the characteristics is going
for meaning. Going for meaning helps young learner understand the classroom
language. To help young learners go for meaning teacher could use gestures. This
research, thus, aimed to investigate the reason of using gestures to facilitate
students understand the classroom language.
Based on those considerations, the researcher was interested in observing
gestures as a technique in helping young learners understand the classroom
language. The writer chose the teacher of first grader in SD Tarakanita Magelang
to be the participant. The researcher tried to find out the reason for using certain
gestures in teaching young learners to help studens understand the clasroom
language.
The method of this qualitative research was case study. To answer the
problem, the writer collected the data from video taping, and observation sheet.
Further, the writer analyzed them based on the kind of gestures and categorized
them into some classroom language categories. The writer also used the result of
teacher’s interview to complete the data.
After analyzing the data, the writer found that gestures help students
understand the classroom language. The teacher combined gestures with another
class activity. Gestures help the teacher in delivering idea to reach the goal of the

lesson. The students could give response to the teacher’s instructions and they
became more proactive during the learning process.
Keywords: young learners, gestures, going for meaning, classroom language

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ABSTRAK
Wihani, Parahita J.. 2014. Facilitating the First Grade Students’ Understanding
of the Classroom Language by Using Gestures: A Study at SD Tarakanita
Magelang. Yogyakarta: English Language Education Study Program. Department
of Language and Arts Education Sanata Dharma University.
Mengajar anak-anak berbeda dengan mengajar orang dewasa. Mengajar
anak-anak membutuhkan strategi untuk membantu anak-anak memahami

classroom language. Classroom language tersebut termasuk kata, frasa, dan
kalimat. Anak-anak mempunyai karakteristik dalam mempelajari bahasa asing.
Salah satu karakteristik tersebut adalah going for meaning. Going for meaning
membantu anak-anak memahami classroom language. Untuk membantu anakanak go for meaning guru dapat mengunakan gerakan tubuh. Oleh karena itu,
penelitian ini bertujuan untuk meneliti bagaimana guru menggunakan gerak
tubuh untuk membantu siswa memahami classroom language.
Berdasarkan pertimbangan di atas, penulis tertarik untuk meneliti gerak
tubuh sebagai cara untuk membantu anak-anak memahami classroom language.
Penulis memilih guru kelas satu SD Tarakanita Magelang sebagai subyek
penelitian. Penulis mencoba untuk menemukan alasan penggunaan gerak tubuh
dalam mengajar anak-anak unuk membantu anak-anak memahami classroom
language.
Metode yang digunakan dalam penelitian kualitatif ini adalah studi kasus.
Untuk menjawab pertanyaan tersebut, penulis mengumpulkan data dari rekaman
video and lembar observasi. Setelah itu, penulis menganalisa data tersebut
berdasarkan jenis gerak tubuh dan mengkategorikan gerak tubuh tersebut ke
dalam kategori classroom language. Penulis juga menggunakan data hasil
wawancara guru tersebut untuk melengkapi data.
Setelah menganalisa data, penulis menemukan bahwa gerak tubuh
membantu anak-anak untuk memahami classroom language. Guru

mengkombinasikan gerak tubuh dengan aktivitas kelas lainnya dengan tujuan
untuk membuat siswa tertarik dengan aktivitas kelas. Gerak tubuh membantu
guru dalam menyamapikan gagasan untuk mencapai tujuan pembelajaran. Siswa
dapat memberii respon terhadap instruksi guru dan menjadi lebih proaktif selama
proses pembelajaran.
Kata kunci: young learner, gesture, going for meaning, classroom language

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ACKNOWLEDGEMENTS
First of all, I would like to express my thanks to Jesus Christ for His
blessing and His endless love in my life, especially during the process of finishing
this final paper. I also thank Mother Mary for Her blessing since this
achievement is nothing without Her.
Second, my greatest gratitude goes to Caecilia Tutyandari, S.Pd, M.Pd.,
as my advisor. I thank her for her guidance during the moment of final paper
writing. She was very patient in guiding my final paper, giving some helpful
advice, and her willingness to spend her time reading and correcting my final
paper until the accomplishment of this final paper.
I also thank Christina Kristiyani, S.Pd., M.Pd., for her guidance and
advice in the beginning process of this final paper. My thanks also go to Ibu
Josephine Sri Murwani, S.Pd., M.Pd., for reading my draft and giving some
meaningful advice, especially advice related to teaching English to young learners
(TEYL).
I would like to thank Elisabeth Yuyun, S.Pd., as one of the English
teachers in SD Tarakanita Magelang for giving me permission to observe and
conduct my research in her class. I also thank all the students of first grade in SD
Tarakanita Magelang who were involved in my research.
Next, I dedicate my special regard and gratitude to my beloved parents,
Ibu Rosalia Budi Tutiyani and Bapak Stephanus Siswiharno. I also thank my

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sisters, Margaretha Rossy and Brigita Cindy. I thank them for the their love,
support, prayers, suggestions, and care to me in every condition in my life.
I would also thank my lovely beloved boyfriend for his love and support.
My thanks also go to Siska, Enda, Nita, Atma, Heny, Mike, Leo, Bela, and all
my friends in PBI for the unforgettable learning process and also for the
motivation and care, especially in doing this paper.
Finally, I give the last gratitude to everyone I cannot mention one by one. I
would never forget to thank them for everything they had done for me. May God
bless those who help me.

Parahita Jati Wihani

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TABLE OF CONTENTS
TITLE PAGE ....................................................................................................... i
APPROVAL PAGE ............................................................................................ ii
DEDICATION PAGE ........................................................................................ iv
STATEMENTS OF WORK’S ORIGINALITY ................................................... v
PERNYATAAN PERSETUJUAN PUBLIKASI ..................................................... vi
ABSTRACT ...................................................................................................... vii
ABSTRAK ......................................................................................................... viii
ACKNOWLEDGEMENTS ................................................................................ ix
TABLE OF CONTENTS .................................................................................... xi
LIST OF TABLES ............................................................................................ xiii
LIST OF APPENDICES ................................................................................... xiv
CHAPTER I. INTRODUCTION
A. Background .......................................................................................... 1
B. Research Method .................................................................................. 5
CHAPTER II. DISCUSSION
A. Review of Related Literature .............................................................. 10
1. The Input Hypothesis .................................................................... 10
2. Classroom Language ..................................................................... 11
a. Begining the Lesson (Pre Activity) ........................................ 11
b. Running the Lesson (Main Activity) ...................................... 12
c. Ending the Lesson (Post Activity) ......................................... 12
3. Giving Instruction ......................................................................... 13
4. Definitions of Gesture ................................................................... 15
5. How Gestures Affect Students’ learning........................................ 16
a. The Effect of Gestures on Short Term Memorization
in the First Language ............................................................ 16
b. The Effect of Gestures on Memorization
in Second Language .............................................................. 17

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B. Findings .............................................................................................. 17
1. Identify the Gestures in the Beginning of Lesson........................... 18
2. Identify the Gestures in the Running of Lesson ............................. 19
3. Identify the Gestures in the Ending of Lesson .............................. 19
4. Identify the Gestures in Giving Instruction .................................... 20
5. Identify the Teacher’s Experience ................................................ 20
a. Teacher use gesture automatically ......................................... 21
b. Gesture helps me when they do not know
what I mean .......................................................................... 21
c. Gestures make them more attentive ....................................... 22
d. Repeating utterances to ensure students’
understanding ........................................................................ 23
CHAPTER III. CONCLUSION ......................................................................... 24
REFERENCES .................................................................................................. 26
APPENDICES ................................................................................................... 28

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LIST OF TABLES
Table 1.1.

Observation Sheet (Blank) ..............................................................7

Table 2.1.

The Example of Beginning the Lesson .........................................11

Table 2.2.

The Example of Running the Lesson ............................................12

Table 2.3.

The Example of Ending the Lesson ..............................................13

Table 2.4.

The Example of Giving Instruction ...............................................14

Table 2.5.

The Example of Giving Suggestions and Advice..........................14

Table 2.6.

The Examples of Classroom Language in the Beginning
of the Lesson Done by the Teacher................................................18

Table 2.7.

The Examples of Classroom Language in the Running
of the Lesson Done by the Teacher ...............................................19

Table 2.8.

The Examples of Classroom Language in Ending
of the Lesson Done by the Teacher ...............................................20

Table 2.9.

The Examples of Giving Instructions Done by the Teacher..........20

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LIST OF APPENDICES
Appendix 1

:

Permission Letter ..............................................................28

Appendix 2

:

Observation Sheet .............................................................29

Appendix 3

:

Interview Verbatim............................................................38

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CHAPTER I
INTRODUCTION

This chapter includes the background information of the study in which
the researcher explains the investigated problem, the importance of the study and
the overview of the study strategy. This chapter also involves the research method
of the study.

A. Background
Teaching English nowadays becomes popular. It can be seen through the
English teaching in almost all school institutions. Moreover, some international
standard schools have also applied English as the medium language for teaching
various subjects such as mathematics, social sciences, and sciences (Yuliana,
2003).
Teaching young learners is different from teaching adults (Yuliana, 2003).
According to Yuliana, a researcher of TEYL (Teaching English to Young
Learner) from Petra University, young-learner teachers need to use interesting
methods in order to motivate their students in studying English. The teacher has to
deal with the appropriate learning method because children have their own nature
ability (Moon, 2005).
Children have some natural abilities and characteristics in learning a
foreign language. Those natural abilities are using language creatively, going for
meaning, using ‘chunks’ of language, having fun, joining in the action, talking
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their heads off, and feeling at home (Moon, 2005). Those characteristics help the
teacher decide the suitable technique to facilitate children to understand classroom
language. One of the characteristics that help the students attach meaning to the
word used is going for meaning (Moon, 2005, p.5).
Children have a good ability in explaining something (Moon, 2005). Moon
states that the use of communication games, drama, project work, storytelling, and
practical activities in teaching, all allow children to make use of this ability to go
for meaning (p.5). Furthermore, Moon adds that practical activity involves gesture
to help students go for meaning. Going for meaning itself is an ability to interpret
something. To help the students go for meaning, the teachers can use pictures,
facial expressions, gestures, and many other ways. In this research, the writer
focuses on teaching vocabulary using gestures to help young learners understand
the classroom language, especially for elementary school students. Chodidjah,
described “EYL teacher has duty and activity to make the learning process
interesting. Some of her suggestions is using gestures, body language and sign,
and facial expression (as cited in Suyanto , 2007, p.33).
In this research, the researcher introduces gesture as a technique to help
students understand classroom language for students who have many different
abilities. The researcher wants to present gestures as the appropriate technique to
help students understand classroom language for the young learners.
The researcher conducted the research in a private Elementary School in
Magelang. The researcher chose this school as the sample of the research, because
in this school English is introduced earlier than in other schools. Howe states

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children at this age (first graders) still depend very much on concrete experiences;
to learn with their whole bodies: love to touch, taste, feel, smell, explore, watch—
and wonder; learning best through doing” (2009, p.3). Therefore, the researcher
chose the first grader as the sample of the research.
Since this research belongs to qualitative research, the teacher from whom
the researcher obtain is regarded as a participant. Based on the background of the
study, the researcher proposed a problem as the following: “How does the
participant use gestures to help students understand the classroom language?”.
The objective of the study is to know the reason for using certain gestures in
teaching young learners to help students understand the classroom language.
There are some benefits that we can have. The result of the research is
expected to bring benefits and advantages for the following people: (1) the
English teacher of the elementary school observed, (2) the students of this
elementary school, (3) and the future researchers. For the English teachers, the
teachers are expected to know the importance of using gestures in teaching
English to help students understand the classroom language. For the students, they
are able to enhance their English vocabulary; therefore they are confident enough
to develop their ability. For the future researchers, this research is expected to
give contribution to find the additional reference in the similar topic.
This research provides the use of gestures to help student to go for
meaning. To limit the research, the researcher focuses on the using of gestures to
help the first graders understand the classroom language. The research was held in
a private elementary school, SD Tarakanita. It is located in Jl.Bayeman,

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Magelang, Central Java. The researcher chose this private elementary school as
the research subject because this elementary school is one of favorite schools in
Magelang. This school has many achievements in academic area or non-academic
area. This elementary school often wins some English competitions, such as
speech contests, and storytelling contests.
Although this school is a favorite school and has good reputation in
English, it does not mean that the English teachers have no difficulties in teaching
English, especially the teacher for the first and second grades. The English teacher
has difficulty in helping students understand the classroom language. Therefore,
the writer would conduct a research about the use of gestures to help students
understand the classroom language. The participant of the research was the
English teacher of first graders of this school 2011/2012.
Although the students learnt English from the first grade, but they still
have difficulties in understanding the classroom language. Thus, in this case the
researcher took only the students of the first grade, because the researcher
assumed that the first grade is the basic of the following grades. The first grade
was chosen under consideration that the English teacher who taught English to the
first grader still used gesture to help students go for meaning to understand the
classroom language.
In order to avoid misunderstanding and misinterpretation of the readers,
the researcher provides the definition of terms. Gesture is a form of non-verbal
communication in which meaning is conveyed using part of the body (Darwish
and Region, n.d.). According to Dornyei and Thurel (1994) in Darwish & Region,

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gestures in teaching is a non-linguistic means that can be used by learners to
overcome communication breakdowns. However, in this study the word gestures
refer to a motion of the body that can be used by teachers to help learners
understand the target language. Rixon (1999) found that the definition of young
learners refer to children between the ages of about 5 years old to 12 years old. In
this research, young learners refer to the students of first graders in SD
Tarakanita. Moon (2005) says the definition of going for meaning here refers to
an instinct for interpreting the sense or meaning of a situation. In this research,
thus, going for meaning is children ability in understanding classroom language.
Louwerse (2000), states that classroom language is that the collection of phrases
used for communication among teacher and students. In this study, the word
classroom language refers to phrases that are used for communication in the
classroom to help students understand the target language.

B. Research Method
This research focuses on using gestures to help students go for meaning in
understanding the classroom language in the first grader class in SD Tarakanita
Magelang. This research did not produce statistic data, therefore this research
belongs to qualitative research.
The approach of this research is case study.According to Ary, et al.,
(2010) state that case study is a research which focuses on a single unit to provide
an in-depth description that is rich and holistic. Ary, et al. add the single unit itself
can be an individual, a group, a site, a class, a process, or a single occasion of

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something that the researcher interest in. The goal of a case study is to arrive at a
detailed description and understanding of the entity (2010, p. 29). The reseacher
of a case study research seeks to understand the whole case in the totality of the
environment, includes the presents and past actions, the environment, emotions,
and thoughts can be probed (2010, p.468).
According to Ary, et al., (2010) data in a case study research may come
from multiple sources of data collected overtime. Case study is anchored in real
life and can provide rich detailed accounts of phenomena. Ary, et al., (2010) add
that a case study research data may be gathered via interviewing, testing,
observation, review of documents, personal or social artifacts, and other methods
can be used.
To answer the research question, the researcher used instruments to collect
the data. The researcher used three instruments; they are video taping, observation
sheet, and interview. In gathering all the data, the researcher used video tape to
observe the classroom activities, observation sheet to help gather the data, and
used interview to complete the data.
1.

Videotaping
The video tape was used to record classroom activities. According to

Fraenkel and Wallen (2008), “a major difficulty in observing people is the fact
that goes on may be missed by the observer”. To overcome this obstacle, the
writer used videotape to record the observation.

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2.

Observation sheet
The observation sheet was used as the guideline in observing learning process

Fraenkel and Wallen, (2008). Through observation sheet, the writer could know
what happened during the lesson. Therefore, the writer could know teacher’s
gesture and student’s behavior. From the observation sheet researcher also could
answer the problem formulation.
Table 1.1. Observation Sheet (Blank)
No
....

3.

Time
..........

Description of Gesture
.......................................

The purpose
.............................

Students’ response
...............................

Interview
According to Fraenkel and Wallen (2008), “the use of interview is to obtain

information on variables other than cognitive ability, an important exception can
be found in the field of developmental and cognitive psychology”. The researcher
used interview for the English teacher of the first grade and some students of the
first grader. The questions are related to the expectation of using gesture in order
to help students going for meaning.
Since the research was case study, the data analyzed from the observation
sheet, and interview. The researcher used three steps: organizing the data,
summarizing, and interpreting (Ary, et al., 2010). Based on Ary, et al., (2010)
there are three steps in analyzing qualitative data, they are; familiarizing and
organizing, coding and reducing, and interpreting and representing.
The first step is familiarizing and organizing. The first stage in analyzing
qualitative data is familiarization and organization, this step is aimed to make the

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data can be easily retrieved (Ary, et al,. 2010). It means the researcher should
become familiar with the data through reading and rereading the data for analysis
in the form of video and interview verbatim.
The second step is coding and reducing. According to Ary, et al., (2010),
coding is about developing concepts from the raw data. The most common
approach is to read all the data and make them shorter. The third step is
interpreting and representing. Ary, et al., (2010), add interpretation is about
bringing out the meaning, telling the story, providing an explanation, and
developing plausible explanations. Representation itself refers to how the data are
presented.
After the researcher collected the observation data from videotape,
observation sheet, and the researcher used interview to know the teacher’s point
of view about the using of gestures to help students go for meaning in
understanding the classroom language. The researcher observed whatever that
happened during the class. The interview was held after researcher attended two
meetings with the same treatment using gesture in teaching English.
Before the researcher conducted the research, there are seven steps that
should be done by the researcher. First, the researcher asked permission to the
chair person of PBI (Pendidikan Bahasa Inggris) to conduct research in SD
Tarakanita. Second, the researcher met and asked the headmaster of SD
Tarakanita and the teacher of first grader to conduct the research. Third, the
researcher obtained the data during the learning process by using video recorder.
Fourth, the researcher analyzed the video by using the observation sheet. After

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analyzing the data, the researcher interviewed the teacher to obtain the additional
data. Then researcher combined the data obtained via video recording and
interview in order to find the complete data. Finally, the researcher presented and
interpreted the findings.

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CHAPTER II
DISCUSSION

This chapter includes the elaboration of the related literature used in the
research and the findings as well as the interpretation of the findings.

A. Review of Related Literature
In this research the researcher used several theories which related to the role
of gesture in classroom language.
1.

The Input Hypothesis
The input hypotheis claims that humans acquire language in only one way-by

understanding, or by receiving ‘comprehensible input’ (Krashen 1985, p.80).
Krashen concludes that the movement from i (our current level), to i +1, the next
level along the natural order, by understanding input containing i + 1. Khrasen
says that one is able to understand language containing unaquired grammar with
help of context, which includes extra linguistic information. Khrasen in Rod
(2008, p:4) argues that that all is needed for successful aquisition is motivation
and ‘comprehensible input’ – input that is made easy to understand either by
simpliying it or by using contextual props.
The input hypothesis (i + 1) helps the teacher in explaining a new
language. According to Cameron (2001), there are many other ways to support a
child’s search for meaning of new words and sentences. Cameron adds many
language items that children meet can be understood through pictures, video,

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actions or gestures, and new items which can be explained through previously
learnt language.
2.

Classroom Language
According to Louwerse (2000), classroom language is the collection of

phrases used for communication among teacher and students. Hughes, Moate, and
Raatikainen (2007), categorize everday classroom routine into three parts, namely
begining the lesson (pre-activity), running the lesson (main activity), and ending
the lesson (post activity).

Hughes, Moate and Raatikainen also put giving

instructions as classroom essential.
a.

Beginning the Lesson (Pre-Activity)
Based on Hughes, Moate, and Raatikaien (2007), the beginning of the lesson

is a natural and motivating opportunity for teacher to help students to get used to
listening English. There are six points included in the begining the lesson, such as:
entering the classroom, everyday greeting, meeting a new class, taking register
(calling the row), dealing with lateness, and getting down to work.
Table 2.1. The Example of Beginning the Lesson
Begining the lesson
Entering the classroom
Everyday greeting
Meeting a new class
Calling the row
Dealing with lateness

Examples
x Let’s go inside!
x Take off your coat.
x Come and sit down.
x Good morning everybody
x How are you today?
x I hope you all had a nice weekend.
x Let me introduce my self.
x I’m your new English teacher.
x Our lessons are on Mondays and Wednesdays.
x Let’s see if everyone’s here
x Who’s absent?
x Where’s Mary this morning?
x You’re late.
x That’s al right.
x Try not to be late next time.

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Getting down to work

b.

x
x

It’s time to start.
I’m waiting to start.

Running the Lesson (Main Activity)
According to Hughes, Moate, and Raatikaien, the short phrases that begin

and end these stages are important because they give structure on the lesson and
help students to follow what is going on (2007, p. 7). Running the lesson is a part
that helps students remembering the instruction and it allows teacher to introduce
alteratives form. Running lessons divided into five categories, they are starting
something new, making things clear, sequencing activities, checking progress, and
stopping.
Table 2.2. The Examples of Running the Lesson
Running the lesson
Examples
Starting something new
x Let’s speak English
x Right everyone.
x Now we’ll do another exercise
Making things clear
x You have five minutes.
x Is everything clear?
x OK. You can start.
Sequencing activities
x First, have look at the text.
x Next, read through the new words.
x Last, try to do exercise 3.
Checking progress
x Any problem?
x Where are you up to?
x What’s the matter?
Stopping
x OK, everybod y,. To more minutes.
x Have you finished?
x Right. That’s enough.

c.

Ending the Lesson (Post Activity)
Hughes, Moate, and Raatikeien, state that the end of the lesson can be used

to boost student’s motivation and give them a positive sense that they have been
actively participated in the lesson and are making progress (2007, p. 11). There
are six categories included as ending the lesson, such as: Checking time, Setting

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homework, Stopping work, Making announcement, Saying goodbye, and Clearing
the class (dispatching the class).
Table 2.3. The Examples of Ending the Lesson
Examples
x What time is it?
x It isn’t time to finish yet
x Carry on with your book.
Setting homework
x For your homework, please.
x There will be a test on this.
x Don’t forget about your homework.
Stopping work
x It’s time to stop.
x We’ll finish next time.
x That’s all for today
Making announcements
x Wait a moment, please!
x I have something to tell you.
x Next time we’ll meet in room 23.
Saying goodbye
x Goodbye, everyone.
x See you all again on Thuesday.
x Have a nice weekend.
Clearing the class
x Out you go.
x Go out quietly.
x Take all your things with you.

Ending the lesson
Checking the time

3.

Giving Instruction
Giving instructions belong to classroom essential part. Hughes, Moate and

Raatikaien give orders in giving instruction. First, it is important to have students’
full attention before giving instruction. If students clearly undesrtand what they
need to do, they can focus on the learning activity. Second, asking students to
repeat the instructions is often useful in order to confirm that the students have
understood what they are supposed to do. Third, even the instructions are provide
in writing, it is importance to say it orally, at least briefly.
Hughes, Moate and Raatikaien state giving instruction can be delivered to
some ways. Giving instructions can be given in three ways – by ordering or

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commanding, by requesting or asking, and by suggesting. In the table below they
focus on giving simple commands and basic requests.
Table 2.4. The Examples of Giving Instruction
Simple commands and request
Imperative
x Open the window!
x Close your book!
x Anna, try number 2.
Just
x Just try the next one.
x Just turn the lights off.
x Just sit down and be quite.
Do
x Do listen.
x Do try not to write too much
Be + to
x You are to work in groups of four.
x You are not to talk.
x You are to finish this off at home.
Must
x You must have this finished by Monday.
x You should write your name at the top.
x I’m sorry, but you will have to do this again
Request
Intonation
Teacher can change a command into a request by using a
low rising intonation
Command :

Request:

Try it a gain.
Try it a gain?
x Please put your pencil please.
x Maria, come here, please.

Please

According to Hughes, Moate, and Raatikaien the teacher holds a position
of authotiry in the classroom. Therefore, all the instructions, whether commands,
requests or suggestions will carry the force of a command. Suggestions and advice
can be a stimulus and encouragement to communication. The following table
introduces some different ways of making suggestions and giving advice.
Suggesting
Let’s
About
What if

Table 2.5. The example of Giving Suggestions and Advice
x
x
x
x
x
x
x

Let’s finish it next time
Let’s not spend too long on this.
How about trying to use the spellchecker?
What about this group starting?
How about you, laura? Any ideas?
What if we try a googe esrach?
What if we can’t open the file?

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Why not
Suggest

Advising
Idea

… as well
Had better
Would rather

4.

x
x

Why don’t you come and sit here/
Why not put your poster here?

I suggest
I’d suggest
I would suggest
Can I suggest
I suggest (that)
I’d suggest (that)
May I suggest (that)
My suggestion is (that)
My suggestion

saving your work every few minutes.
rechecking all the answers.
not working in groups.
not spending too much time on this?
you make print out of your work
we keep in touch by email.
you make a back-up copy
you work two each computer
for you to finish it before bell

might
an idea
would
a good idea
It mightn’t be a better idea for
wouldn’t
a bad idea

you
everyone
this group
you

to work alone.
to save their work.
to have a leader.
to read the instruction.

might
an idea
would
a good idea
It mightn’t be a better idea if
wouldn’t
a bad idea

you
everyone
this group
you

worked alone .
saved their work.
looked it up.
read the instructions

x
x
x
x
x
x
x

You can just as well delete the file
We may as well rewind and try again
It would be just as well to save your work
You’d better concentrate now
We’d better start, hadn’t we?
I would rather that you tried.
I’d rather that you didn’t print it all out.

Gesture
According to Moon (2005), gesture refers to a motion of the hands, head, or

body to emphasize an idea or emotion, especially while speaking. It is common
sense that students in an EFL classroom may not always understand what their
instructor wants them to do when given directions in English (Marion, 2006). It
means that gesture helps teacher to give instruction for EFL classroom. In other
word, gesture is a common way that is used in teaching EFL classroom to ease
students understand the instruction from the teacher. It is commonly
acknowledged that ‘teaching gestures’ (i.e. gestures used deliberately by teachers

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to help their students) capture attention and make the lesson more dynamic
(Marion, 2009). Marion also says that an effective EFL instructor will use their
body to help give students additional information about what they want them do.
Darwish (2008) states that gestures play an important role in the classroom
language. Gestures help in avoiding misunderstandings. Accoding to Darwish
teacher’s gestures can scafold students’ understanding of the language used. Darn
(2005) in Darwish also says that gesture reduce unnecessary teacher talking time
and increase students participation.
5.

How Gesture Affects Students’ Learning

a.

The Effect of Gestures on Short Term Memorization in the First
Language (L1)
According to Marion (2005), the use of visual modalities (pictures and

gestures) improves short term memorization in a free recall task. It means that
gesture affected students’ short term memorization. Marion also said that gestures
acted as a mere visual modality since they were only looked at. Therefore, gesture
will be useless if there is no follow up activity. On the other hand, according to
Feyereisen in Marion (2005):
“A sentence accompanied by a gesture is better remembered either because
the gesture constitutes a distinctive effect (the gesture adds some particularity
to the sentence) or because the gesture conveys significant information
related to the meaning of the sentence in a visual modality which is added to
the verbal information (p.6).”
Marion (2005), in his study found that the experimental group (group was
told to listen to the words, repeat them, look at the gestures and reproduce them)

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did significantly better than the two other groups. It supports the theory that
gesture really affects students’ short term memorization.
b.

The Effect of Gestures on Memorization in A Second Language (L2)
In his study, Marion (2005) finds that the students presented with illustrative

gestures recalled more sentences than the others. It compares two different
groups. The treatment that is given to the experimental group is giving sentence
and gesture as the illustration. But the treatment for the comparison group only
saw them (gesture) during the post-test. The result shows that the experimental
group could memorize the sentence better. It shows that gesture affects on the
memorization in a second language (L2) learners.

B. Findings
In this part, the researcher would explain what the researcher had obtained
and done during this research. The researcherr used the Input Hypothesis by
Krashen as the grand theory. Krashen states that the Input Hypothesis claims that
humans acquire language in only one way, by understanding messages or by
receiving ‘comprehensible input’ (1985: p. 80). Krashen concludes the Input
Hypothesis as “i + 1”, ‘i’ here refers to the current level and ‘+1’ here refers to the
helping context. Ellis (2008) adds that ‘comprehensible input’, - input that is made
easy to understand either by simplifying or by using contextual props.
In this research, the researcher observed how the participant use gesture to
help students understand the classroom language. As stated by Krashen in Input
Hypothesis, i + 1, the +1 here refres to gesture that help students understand the

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classroom language. Cameron states that there are many other ways to support a
child’s search for the meaning of new words and sentences, include gesture (2001:
p.210)
According to Hughes, Moate, and Raatikainen (2007), during the class
activity, they categorized the everyday classroom routines in to three categories.
They are begining the lesson (Pre-activity), running the lesson (main activity), and
ending the lesson (post activity). In this research, the researcher will categorize
the examples of gestures that are used by the teacher during the observation to
help students understand the classroom languge into three categories stated.
1.

Beginning the Lesson (Pre Activity)
During the observation, the researcher found some gestures that are used by

the teacher to ease students understand the classroom language. Those gestures
can be categorized as part of beginning the lesson. Those gestures were done
before the teacher started the classroom activity. Most of students understood
what the teacher was talking about. The researcher listed some examples of
gesture used in the table below.
Table 2.6. The Examples of Beginning the Lesson Done by the Teacher
Examples
Purpose
Entering the Classroom
x Teacher asked students to
Let students enter
make a line before entered
the classroom
the class.
x Teacher asked students to
come in.
Everyday Greeting
x Teacher smiled and said
“Good morrning, students”
Greet the students
x Teacher waved her hand
said “ How are you today?”
Calling the row
Dealing with Lateness

x Teacher called students’
name while raising her
hand.
x Teacher shook her hand to
student who came late

See who’s absent.
Let the student enter the
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Getting down to work

2.

x Teacher put the index finger
in front of the teacher’s
mouth

Ask students to keep silent.

Running the Lesson (Main Activity)
The gestures categorized below are the examples of gestures that are used to

help student enter the main activity. According to Hughes, Moate, and Raatikaien
(2007), state gesture that is used in the beginning will help students to remember
the instruction and allows teacher to introduce alternatives form. The gesture will
also help students encourage the meaning of unknown word, so that students will
understand the material.
Tabel 2.7. The Examples of Running the Lesson done by the Teacher
Examples
Purpose
Starting Something New
x Teacher pointed the picture Ask students to answer
and asked question to the
students
Making Things Clear
x Teacher called one of Make sure whether students
students, then pointed the understand the picture or not
picture
Checking Progress
x Teacher sat in the teacher’s Check students’ work
desk and let students who
have done their task came
in front.
Stopping
x Teacher pretended to look Show that the time is up
at the watch

3.

Ending the Lesson (Post Activity)
In the end of the class, the teacher drew things to a close. The teacher used

gestures while she was explaining something to make students understand what
she said. The teacher asked students to stop working when the time was up. The
students also gave response as what the teacher asked. Before leaving the class,
the teacher waved her hand in order to say goodbye to the students and end the
class activity.

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Table 2.8. The Example of Ending the Lesson Done by the Teacher
Stopping Work
Saying Goodbye
Dispatching the Class

Example
Teacher pretended to look at
the watch
Teacher waved her hand
Teacher directed her index
finger to the door

Purpose
Show that the time is up.
Say goodbye to students.
Show that she must leave the
room.

During the observation, the writer saw that the teacher often gave
instruction to the students. Hughes, Moate, and Raatikainen (2007), also add
giving instruction as essential part of everyday classroom routines. Instructions
help the teacher explain something clearly. The researcher gives the example of
teacher’s gestures to help students understand the instructions.
Table 2.9. The Examples of Giving Instruction Done by the Teacher
Simple Commands and Request
x Teacher put the index finger in front of teacher
mouth

Purpose
x Ask students
silent

x

Teacher put the hand behind her ear when she was
singing

x Ask students
loudly

x

Teacher pointed the picture and asked question to the
students

x Ask students to answer
teacher’s question

x

Teacher folded her hands.

x Ask students to sit nicely

x

Teacher showed her fingers and repeat the word
“fridge” five times

x Ask students to repeat
five times

x

Teacher clapped her hands when the class became
noisy

x Ask students’ attention

x

Teacher pretended to open a book

to

keep

to

sing

x Ask students to open the
book

The writer would explain what the writer had obtained and done during the
research. After doing the observation, the writer completed the data by

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interviewing the participant and made it into interview transcript. Through the
interview verbatim the writer also proved that the gestures that are used by the
teacher helped students understand the classroom language. The writer wrote
some points related to the research problem, into some following points:
a.

Teacher use gesture automatically
When the researcher observed the class, the researcher saw the teacher often

making body movement or gesture to explain something to students. For example
when she was calling her students’ name, she raised her hand for giving example
to her students. Then, she put her index finger when her students made noise in
order to make her students keep silent. The researcher was curious about the
gesture she used whether it was spontaneous or she had attention in doing so when
the researcher asked about the gesture she used in the classroom, she said:
“Iya secara spontan. Dengan bertambahnya materi dan banyaknya
kesulitan saat menjelaskan. Ya otomatis gesture yang digunakan akan ikut
berkembang, karena materi yang diajarkan bebeda-beda. Tapi mungkin
kalau game atau lagu, itu bisa direncanakan.”(MY 62)
(Yes, it was spontaneous. The more material given, automatically the
gesture used will grow, because the materials given were different.
However, if the gesture is related to game or song, it can be planned.)
b.

Gesture helps me when they don’t know what I mean
Sometimes when the teacher explained something and students did not

understand she would switch the language and use gesture to make students
understand what she was talking about. When the reseacher asked about the role
of gesture she used in the class, whether it helped her or not in explaining
something, she said:

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“O..iya sangat membantu sekali. Kalau kita memakai bahasa lain yang
tidak digunakan dalam kegiatan sehari-hari dan anak-anak tidak tahu,
gesture sangat membantu. Misal kita suruh duduk ‘sit down’, kalau kita
tidak pakai gesture, mereka tidak mengerti. Misal disuruh ‘shake hand’,
kalau tangan kita tidak diulurkan dulu mereka tidak menger