THE USE OF GESTURES IN TEACHING ENGLISH TO YOUNG LEARNERS: A Case Study of Primary School Teacher in EFL Context.
Novianti Patroli, 2013
The Use Of Gesture In Teaching English To Young Learners
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
THE USE OF GESTURES IN TEACHING ENGLISH TO YOUNG LEARNERS
A case study of primary school teacher in EFL context
A Research Paper
Submitted to the English Education Department in partial fulfillment of the requirements for Sarjana Pendidikan degree
Novianti Patroli 0805393
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF LANGUAGE AND ARTS EDUCATION
INDONESIA UNIVERSITY OF EDUCATION 2013
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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
The Use of Gestures in Teaching
English to Young Learners
Oleh
Novianti Patroli
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni
© Novianti Patroli 2013
Universitas Pendidikan Indonesia
Oktober 2013
Hak Cipta dilindungi undang-undang.
Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian,
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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
THE USE OF GESTURES IN TEACHING ENGLISH TO YOUNG LEARNERS
(A Case Study of Primary School Teacher in EFL Context) Novianti Patroli
Supervisors: Bachrudin Musthafa, M.A., Ph.D. / Iyen Nurlaelawati, S.Pd., M.Pd.
ABSTRACT
Gesture is assumed to be a tool which favors and enhances the language acquisition process. Therefore, the use of gesture is also beneficial in teaching English to young learners in EFL context. This research aimed to know what types of gestures mostly used by a teacher, in what situations the gestures are mostly used, and for what purposes the gestures are mostly used in teaching English to young learners.
The present research was a case study research, in which a teacher of a primary school in Bandung was determined as the respondent. The instruments for data collection were classroom observations and interview. The data derived were analyzed using McNeill’s (1999) theory for the types of gestures, Bower’s (1980) theory for the situation of using gestures, and Hudson’s (2011) theory for the purposes of using gestures. Some clarifications from interview were also added.
The results show that the teacher exhibited four types of basic gestures proposed by McNeill (1999) in which deictic gesture was the most commonly used gesture in the classroom. All gestures were used mostly in eliciting situation to initiate the interaction in the classroom. The teacher always tried to explain and clarify the words, terms, and sentences she used during the classroom. This means that gestures were used mostly for lexical explanation purpose.
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TABLE OF CONTENTS
STATEMENT OF AUTHORIZATION ... i
PREFACE ... ii
ACKNOWLEDGEMENT ... iii
ABSTRACT ... v
TABLE OF CONTENTS ... vi
LIST OF TABLES ... viii
LIST OF FIGURES ... ix
CHAPTER I: INTRODUCTION ... 1
A. Background of the research ... 1
B. Research questions... 4
C. Purposes of research ... 4
D. Significance of the research ... 4
E. Clarification of terms ... 5
F. Organization of the paper ... 6
CHAPTER II: THEORETICAL FOUNDATION ... 7
A. Young learners characteristics ... 7
B. Gestures ... 12
1. Classifications of gestures ... 13
2. Gestures and referential meaning ... 16
3. Gestures in relation to teaching and learning ... 17
a. Teacher talk ... 17
b. Features of teacher talk ... 18
c. Categories of teacher talk ... 19
d. Purposes of using gestures in language classroom ... 20
e. Role of gestures in the foreign language Learning ... 21
C. Gestures and young learners ... 24
1. Gestures in children ... 24
2. Gestures in teaching English to young learners ... 25
CHAPTER III: RESEARCH METHOD ... 27
A. Statement of problems ... 27
B. Research design ... 27
C. Site and participants ... 28
D. Data collection ... 29
1. Classroom observation ... 29
2. Interview ... 29
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CHAPTER IV: FINDINGS AND DISCUSSION ... 35
A. Findings ... 35
1. The types of gestures ... 36
a) Iconic ... 37
b) Metaphoric ... 40
c) Deictic... 43
d) Beat ... 46
e) Other hand movements ... 46
2. The situations of using gestures ... 49
a) Eliciting ... 50
b) Presenting ... 51
c) Organizing ... 53
d) Directing ... 55
e) Evaluating ... 55
f) Sociating ... 56
g) Responding ... 57
3. The purposes of using gestures ... 58
a) Lexical explanations ... 59
b) Classroom management... 66
c) Grammar explanations... 71
d) Pronunciation explanations ... 74
B. Discussion ... 76
CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS ... 82
A. Conclusions ... 82
B. Recommendations... 83
BIBLIOGRAPHY ... 85
APPENDICES
A. Data Transcription Conventions B. Analysis of Gestures
C. Transcription of Interview D. Research Correspondence E. About the author
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LIST OF TABLES
Table 2.1 Characteristics of young learners ... 10
Table 2.2 Gesture classification system ... 14
Table 2.3 Classroom verbal behaviors of teacher ... 20
Table 4.1 Gestural data convention ... 35
Table 4.2 The types of gestures used by teacher ... 36
Table 4.3 The situations of using gestures ... 49
Table 4.4 The purposes of using gestures ... 59
Table 4.5 Gestures related to lexical explanations ... 66
Table 4.6 Gestures related to classroom management ... 70
Table 4.7 Gestures related to grammar explanations ... 74
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LIST OF FIGURES
Figure 3.1 Qualitative data analysis model (Seidel, 1998) ... 31
Figure 4.1 Sample from the 2nd meeting at 7:11 ... 38
Figure 4.2 Sample from the 1st meeting at 29:14 ... 38
Figure 4.3 Sample from the 4th meeting at 02:35 ... 39
Figure 4.4 Sample from the 2nd meeting at 23:57 ... 40
Figure 4.5 Sample from the 3rd meeting at 28:38... 42
Figure 4.6 Sample from the 3rd meeting at 25:53... 42
Figure 4.7 Sample from the 2nd meeting at 04:21 ... 43
Figure 4.8 Sample from the 1st meeting at 05:38 ... 44
Figure 4.9 Sample from the 4th meeting at 31:30 ... 45
Figure 4.10 Sample from the 1st meeting at 14:36 ... 46
Figure 4.11 Sample from the 4th meeting at 31:32 ... 47
Figure 4.12 Sample from the 1st meeting at 08: 36 ... 47
Figure 4.13 Sample from the 4th meeting at 26:35 ... 48
Figure 4.14 Sample from the 2nd meeting at 04:34 ... 59
Figure 4.15 Sample from the 4th meeting at 27:20 ... 60
Figure 4.16 Sample from the 3rd meeting at 22:58... 61
Figure 4.17 Sample from the 1st meeting at 16:15 ... 61
Figure 4.18 Sample from the 1st meeting at 06:26 ... 62
Figure 4.19 Sample from the 3rd meeting at 04:35... 63
Figure 4.20 Sample from the 3rd meeting at 23:27... 64
Figure 4.21 Sample from the 2nd meeting at 30:33 ... 65
Figure 4.22 Sample from the 1st meeting at 42:29 ... 71
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The Use Of Gesture In Teaching English To Young Learners
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CHAPTER I INTRODUCTION
This chapter explains general outlines of the research. It provides background of the research, research questions, purposes of the research, significance of the research, research methodology, clarification of terms and organization of the paper.
A. Background of the research
Teachers can use themselves as a teaching aid. Harmer (2001, p. 64) explains teachers are pieces of teaching equipment in their own right. Therefore, they can use themselves to support the teaching process verbally or nonverbally. Related to
teachers‟ nonverbal communication, he adds one way that teachers can do on the spot
is by using gestures, mimes, and expressions, to convey meaning and atmosphere. Mimes can be telling a story without speaking while expressions are related to how to show feeling. However, gestures are conscious movements which describe a richer meaning than what can be given by speech alone. Gestures and speech are partnered in discourse construction. It is supported by McNeill (1992) who is the first to argue that gestures and speech make up a single, integrated system of meaning expression.
Regarding the interaction of gestures and speech, they work together to communicate certain ideas. McNeill (1992, p. 218) states that “… gestures and speech are closely linked in meaning, function, and time; they share meanings, roles,
and a common fate”. They both refer to the same ideas. Gestures are imagistic, speech is linguistic, and they interact. As a result of this interaction, gestures often occur during speech. The truth is that the spoken components and gestural components of speakers interact with one another to create a precise and vivid understanding. Gestures do not always accompany speech, but gestures occur when discontinuity exist (Kendon, 2004, p. 174 as cited in Hudson, 2011). Because of this relationship, speakers can manipulate their speech and gestures according to occasion as they construct their discourses.
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Gestures are important in human life, especially to be used in teaching and learning process. In the discussion of gestures, Darwish and Region (2007) state the use of gestures plays an essential role in the classroom. In addition, Elfatihi (2005) says that gesture can be used in presenting language item, providing feedback, and managing classroom. Teachers are responsible to manage classroom activities so that by using gestures they can create supporting conditions for learning. Furthermore, using gestures in managing classroom activity becomes so important to help students understand the material, with the intention that they can achieve the expected learning objectives and positive educational outcomes (Oliver & Reschly, 2007, p. 1).
In relation to students‟ understanding, Alibali and Nathan (2005) affirm that gestures are particularly important in classroom settings because students‟ comprehension is often challenged by instructional discourse that presents new concepts and uses unfamiliar terms, especially in teaching English to young learners. Students require more than a lot of explanations and words to link their mind with real world and physical referents such as objects, actions, diagrams, or other inscriptions. Gestures are not the main elements in teaching and learning even they
are determined as adjunct. However, they take part in improving students‟ comprehension particularly when the verbal message transferred by teachers is ambiguous (Thompson & Massaro, 1994 as cited in Alibali & Nathan, 2005), and more complex (McNeill, 1992 as cited in Hudson, 2011).
The significance of gesture used by teachers in teaching language to young learners is supported by Tellier‟s research finding in 2008. His study was purposed to see the impact of using gesture on students‟ memorization of words in their first language. He involved 42 French children from the same school who were divided into 3 groups of 14 children for the purpose of the experiment: control, comparison, and experimental groups. After that, the words were heard on a video and illustrated by gestures. Some of the children just had to look at the gestures and repeat the words heard, others had also to reproduce the gestures they saw. The results show
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children in the experimental group who had reproduced the gestures could memorize better than those who only saw the gestures as well as those who saw the video without gestures. These results show that gestures can have an impact on words‟ memorization especially for children.
Another study about gestures in foreign language classroom was conducted by Taleghani-Nikazm in 2008. Her research was aimed to examine gestures used by instructors in an American University. She observed teacher-student interaction in six hours of elementary German language classes and four hours of intermediate Persian language classes. A total of four instructors were recorded. Instructors for both German and Persian were native speakers. The gestures used and performed by the instructors were marked and transcribed by using a transcription convention developed by Jefferson (1984 as cited in Taleghani-Nikazm, 2008) for research in conversation analysis. Based on the analysis, the instructors performed and used gesture as an explicit pedagogical tool in the service of facilitating comprehension of unknown vocabulary, eliciting vocabulary from the learners and providing learners with visual cues to corrective feedback. Taleghani-Nikazm (2008) concluded that teachers‟ gestures are a fundamental aspect of teachers‟ pedagogical repertoire that must be taken into account when examining teacher-student interaction. These results show that gestures are important in teaching and learning process especially in teaching language in foreign classroom.
Considering the importance of gestures in the classroom, the research was aimed to find out the types of gestures mostly used by a teacher in one elementary school in Bandung, in what situations she mostly used her gestures and for what purposes she used her gesture in teaching English to young learners.
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B. Research Questions
The following are questions to be addressed in this research.
1. What types of gestures are mostly used by the teacher in teaching English to young learners?
2. In what situations does the teacher mostly use gestures in teaching English to young learners?
3. For what purposes does the teacher mostly use gestures in teaching English to young learners?
C. Purposes of the Research
The purposes of the research are as follows:
1. To find out the types of gestures mostly used by the teacher in teaching English to young learners.
2. To find out in what situations the gestures are mostly used in teaching English to young learners.
3. To find out for what purposes the gestures are mostly used in teaching English for young learners.
D. Significance of the Research
This research is the first step to study gestures as the part of teaching and learning process. The study of gestures in the classroom may be significant because
it is tightly related to teacher and students‟ talk. These kinds of talk influence the teacher-students interaction while gestures influence the flow of communication in the classroom. For that reason, the study of gesture can be used to improve students-teacher interaction in the classroom. Because of the study of gestures is rarely conducted, this research is expected to be the inspiration for others to gain more
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knowledge about the use of gesture in English teaching and learning especially to young learners.
In addition, English teachers who read this research may better understand how to use gestures and optimize their use to help their students achieve the goal of language education. By considering this research, teachers may have valuable and beneficial information about gestures that can be applied in the classroom. Actually, gestures could be the simplest teaching support that can be used by every teacher at school. Teachers can use them even modify them to facilitate good language learning.
E. Clarification of Terms
To clear the misconception and misunderstanding, several terms are clarified as follows:
1. Gesture refers to a name for visible, deliberate, and conscious action when it is used as an utterance or as a part of an utterance (Kendon, 2004).
2. Utterance is related to any ensemble of actions that counts for others as an
attempt by the actor to „give‟ information of some sort (Kendon, 2004).
3. Young learners are learners who study English in elementary school aging between 7-12 years old.
4. Situations of using gestures are related to the conditions in which gestures exist at a particular time in a teaching process.
5. Purposes of using gestures refer to the aims of using gestures in language teaching.
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F. Organization of The Paper
This paper will be presented into five chapters as follows:
Chapter I : Introduction
This chapter contains background of the research, research questions, purposes of research, significance of the research, clarification of terms, and organization of the paper.
Chapter II : Theoretical Foundations
This chapter contains theoretical foundations taken from several different theories. In details, they are the characteristics of young learners, concept of gestures, the use of gesture in teaching, and the use of gesture in teaching English to young learners.
Chapter III : Research Method
This chapter describes the procedures of the research to answer the three questions stated earlier in Chapter I. This chapter covers the statements of the problems, research design, the site and participants, the data collection, and the data analysis.
Chapter IV : Findings and Discussion
This chapter will present and elaborate the result of the study. The data will be categorized, analyzed, and discussed by using some relevant theories related to gesture in teaching English to young learners.
Chapter V : Conclusions and Suggestions
This chapter will provide the conclusion of the study and some suggestions from the writer for further study.
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CHAPTER III RESEARCH METHOD
This chapter discusses things related to the way this research was conducted, which consists of five sections. The first section presents the statements of the problems. The second section explains the design of the present research. The third section explains where data were collected and the participant involved in this research. The fourth section explains how data were collected while the last section presents the data analysis.
A. Statements of the problems
The research was intended to identify the use of gestures in teaching English to young learners. In accordance with the research, there are some formulated problems, which needed to be proposed. They are stated as follows: 1. What types of gestures are mostly used by the teacher in teaching English to
young learners?
2. In what situations does the teacher mostly use gestures in teaching English to young learners?
3. For what purposes does the teacher mostly use gestures in teaching English to young learners?
B. Research Design
This study employed a case study research to get in-depth explanation about teacher’s use of gestures in teaching English to young learners. Cohen et al. (2007) explains this research can be used to observe the characteristics of an individual unit. In this case, a teacher was chosen to be observed to see the gestures she used in the classroom. They also explain that a case study research is understood as an intensive study of multifarious phenomena to make generalizations about a larger class of population to which that unit belongs. In
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this sense, gestures in young learners’ classrooms were the phenomena to be generalized.
In addition, the first research question was aimed to find out the types of gestures used by the teacher in teaching English to young learners. Classroom observation was chosen as the instrument to find out the types of gestures used by the teacher in the classroom. The second and third problems are related to the situations and purposes of using gestures. Classroom observations and interviews were used to find the answers. In this study, five meetings were observed and recorded to be transcribed then. The analysis of types of gestures was done by seeing the videos and transcripts with the guidelines of gestures analysis while the other problems were analyzed based on each occurrence of gestures. The clarification for situations and purposes were given then in the interview.
Seeing the descriptions above, a case study research was employed because it helped the collection and analysis of data needed for the research.
C. Site and participants
The observations for the research took place in a fifth-grade classroom in SD Laboratorium Percontohan UPI. This classroom was chosen because the research focused on teacher use of gestures in teaching English to young learners. In addition, teacher in this grade teach simple grammar so that the situation matched with one of theories adopted. For this research, one teacher was observed. She was chosen because of the following qualifications:
1. The teacher is a native Indonesian.
2. The teacher teaches English as foreign language in the primary school. 3. The teacher uses English dominantly in the classroom.
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D. Data Collection
There are two forms of data collection techniques used in the present research, those are classroom observation and interview. Both of techniques were employed to categorize types of gestures used by the teacher, to investigate the situations in which gestures are used, and to find out the purposes in which gestures are used in teaching English to young learners. Each technique of data collection is described thoroughly below.
1. Classroom observation
Observation was conducted to catch what was said and done by the teacher and students in natural situation and it was also used to investigate direct reaction between the teacher and the students that might not be gained during interview session. The observations were conducted five times (31th January, 7th February, 14th February, 21th February, and 28th February 2013). The type of classroom observation used in this present research is non-participant observation (Fraenkel & Wallen, 1990). Each lesson took 70 minutes per meeting. It was also video-recorded, replayed, transcribed, and analyzed to discover the use of gestures in the classroom. These classroom observations were also supported by field notes.
2. Interview
The second instrument was interview. This instrument was considered to be used to get in-depth information that can not be observed during observation session. Besides, as stated by Alwasilah (2002), if the respondents can not understand the questions, explanation and paraphrase can be done during the interview. In addition, interview session can let the respondents tell something that happened in the past or will happen in the future.
The interview session has been conducted once and it was done at 28th February 2013 after observing the classroom situation. It was conducted to the teacher to find out the situations in which gestures are mostly used and the purposes of using them in the classroom.
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The questions were asked in form of semi-structured interview in which the interviewer had a list of key themes, issues and questions to be covered (David & Sutton, 2004, p. 87). They have been designed and structured in advanced about the use of gestures in teaching English to young learners. Tape recorder was used to record the interview, and then the result of interview was transcribed later. The language used in interview session was Bahasa Indonesia. This was done to be more communicative and avoid misunderstanding. The questions can be translated in English as follows:
a. Have you ever seen yourself on video while teaching? b. If so, what do you notice about yourself as a teacher?
c. Are you aware that you use gestures as part of your teaching? d. Why do you use gestures in your teaching?
e. In what kinds of situations do you use gestures? f. So in what situations do you mostly use your gestures? g. For what purposes do you use gestures?
h. So for what purposes do you mostly use your gestures?
i. How do your students respond to the gestures used in teaching and learning process?
j. What are the advantages of using gestures in your teaching?
E. Data Analysis
After collecting data from the observation and interview, the data were analyzed and presented in a form of descriptive explanation. Data analysis in qualitative research should be a simultaneous process and were begun when the observation started. The collected data from those instruments were cross-checked by using Qualitative Data Analysis (QDA) model that was developed by Seidel (1998).
There are three parts in analyzing data using QDA model, they are: noticing, collecting, and thinking about interesting things. Based on QDA, the process of analyze data is not linear and has three special characteristics. They are “iterative and progressive” meaning that the cycle will keep repeating, “recursive”
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because one part can call back to a previous part, and also “holographic” which means in each process contains entire process. Figure 3.1 represents the process and the relationship among its parts.
Figure 3.1 Qualitative Data Analysis model (Seidel, 1998)
1. Noticing Things
Identifying things is similar to this process. On a general level, noticing means making observations, writing field notes, tape recording interviews, gathering document, transcribing videos, etc. In this research, noticing things began while analyzing the results of the two instruments employed. Each instrument captured different views about the research problems. The first instrument was classroom observations, which tend to be subjective in seeing the problem. In the meantime, it was more objective and many clarifications happened in the interview.
The data from the first instrument in form of videos were watched and transcribed. In this process, the oral and gestural data were transcribed by the guidance of data transcriptions conventions. After this process was done, the next step was reading the transcripts. During this process, coding was employed by watching the video and identifying each occurrence of gesture. The result of the analysis was described comprehensively and thoroughly in Chapter IV.
Think about Things
Collect Things Notice
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In coding process, the data were categorized based on Mcneill’s theory about the types of gesture. All visible movements done by the observed teacher were first differentiated into gestures or non gestures. To analyze this matter, the method outlined by McNeill (1992) for gesture transcription was used. Further conventions for transcription were adapted from Zhao (2007 as cited in Hudson, 2011). The complete conventions are listed in Appendix A. Each gesture was categorized into its type with the description of hand movements. The time of each occurrence was also given to complete the description.
Then the situations in which gestures were used were determined based on the category of verbal behaviors stated by Bowers (1980). This theory was chosen because gestures and verbal behaviors are tightly correlated. As mentioned in Chapter I, gestural components and spoken components interact with one another to create a precise and vivid understanding. To code this feature, each occurrence of gesture was analyzed based on its situation by reading the transcripts and watching the videos. This process was established to see the real conditions in which gestures were used by the teacher.
The last is about the purposes of using gesture. This problem was analyzed by Hudson’s theory about the purposes of using gesture in language teaching and learning. After identifying the situations of using gestures, then each occurrence of gestures were analyzed based on their purpose in language teaching and learning. The coding process of this feature was also done by reading the transcripts and watching the videos to match each occurrence with its purposes.
The data collected from the second instrument was transcribed first then categorized into some main issues based on the research questions. The result of interview was an interview script. The script contained about some reasons, clarifications, and perspective of the teacher about the use of gestures in teaching English for young learners. Finally, the two kinds of instruments were combined each other to answer the research questions. By answering the research questions, the conclusions as the result of the research were gained.
To ensure the validity and reliability of the data, the data from classroom observation and interview were cross-checked in order to make sure whether or
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not the data were consistent. The final step was analyzing the data by using framework of the theories, which will be presented in Chapter IV.
2. Collecting Things
As noticing and naming things, the next step is collecting and sorting them. These processes are analogous to working on a jigsaw puzzle where the first to be done is sorting the pieces of the puzzle. A common strategy for solving the puzzle is to identify and sort puzzle pieces into groups. Some of the puzzle pieces will easily fit into these categories while the other will be difficult. In any case, this sorting makes it easier to solve the puzzle.
In this research, the coded things were distributed based on their category. For the types of gestures, the data was divided into eight types, namely pictographic iconic, kinetographic iconic, pictographic metaphoric, kinetographic metaphoric, concrete deictic, abstract deictic, beat, and butterworth. They were distributed based on their occurrence in each meeting. To answer the first research question, the most commonly used gesture was investigated by seeing the distribution number of each type.
Collecting things about situations in using gestures was done after identifying and distributing the types of gestures. Each occurrence of gesture was analyzed based on its situation. After the coding process, the data of situations in using gesture were distributed based on their category. The situations of using gesture were divided into seven categories, namely responding, sociating, organizing, directing, presenting, evaluating, and eliciting. They were distributed according to a meeting base. To answer the second research question, the situation which had the greatest number of occurrence was investigated intensively.
The process of analyzing and distributing the data above was applied equally to the purposes of using gesture. For this matter, the coded data were distributed according to the purposes of lexical explanation, pronunciation explanation, grammar explanation or classroom management. The most intensive
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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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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 students’ 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
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implies that even the teacher was not asked by the students, she explained and clarified the words, terms, and sentences that were presented during the classroom.
That result is similar to Hudson’s (2011) study which found that gestures were used
mostly in the purpose of lexical explanations.
These results are interesting because it appears that teacher adjusted her gestures when teaching English to young learners by using a lot of concrete deictic gestures. By mostly using deictic and iconic gestures, teacher elicited more to improve classroom interaction. In this elicitation, teacher used gestures to explain and clarified the words, terms, and sentences which can be beneficial to improve young learners’ understanding in learning English.
It can be concluded that the use of media in the classroom is very helpful to
improve students’ language acquisition, particularly in teaching English to young
learners. Therefore, teachers can use and design various media to support their teaching. However, students need more concretizations that can be given by gestures.
Teachers’ use of gestures may provide good input for students to understand what the
teachers explain. Furthermore, using English to teach English, which is supported by gestures, will provide more exposure which is beneficial for the students. It is clear that gesture is an integral part in teaching English to young learners.
B. Recommendations
Several suggestions are put forward below focusing the conclusions above. These suggestions are offered for English teachers who teach English in young
learners’ classroom and for future researchers.
English teachers who teach English in young learners’ classroom are expected to use short explanation with gestures following it so that the students can easily understood what the teachers say. Furthermore, they should use clear gesture in explaining new vocabulary so that the students do not get confused in understanding
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the meaning. In addition, in using gestures, the teachers are suggested not to overdo it. The teachers must gesture as much as needed.
Future researchers, who are interested in this topic, are suggested to focus on more variables such as the students’ gestures, types of language skill, different subject and the students’ understanding. Additionally, it will be more beneficial to compare more than one teacher in the discussion of gestures in teaching English to
young learners’ classroom. The last, future researchers are recommended to make the
quantitative research to see how effective the use of gestures on students’ understanding.
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Darwish, A. S. B & Region, D. (2007). The use of gestures in the English classroom. [Online]. Current as of November 24, 2012. Available online at:http://www.moe.gov.om/Portal/sitebuilder/Sites/EPS/Arabic/IPS/Impor ta/tesol/3/The%20use%20of%20gestures%20in%20the%20English%20cl assroom.pdf.
De Bartolo, A.M. (2004). Input and interaction. investigating EFL Italian university classrooms. Soveria Mannelli: Rubbettino.
Elfatihi, M. (2005). The role of nonverbal communication in beginners’ EFL classroom. Current as of November 24, 2012. Available online at:
http://uqu.edu.sa/files2/tinymce/plugins/filemanager/files/4281947/a5.pdf
Facts for Live. Child development and early learning. Current as of April 1, 2013. Available online at: http://factsforlifeglobal.org/03/
Flanders, N. A. (1970). Intent, action and feedback: A preparation for teaching. Journal of Teacher Education, 14, 251–260.
Fraenkel, J. R & Wallen, N. E. (1996). How to design and evaluate research in education. New York: McGraw-Hill.
Gerring, J. (2007). Case study research: Principles and practices. Cambridge: Cambridge University Press
Gilham, B. (2000). Case study research method. London: Continuum.
Goldin-Meadow, S, et al. (1992). Assessing knowledge through gesture: Using
children’s hands to read their minds. Journal of Cognition and
(2)
Halliwell, S. (1992). Teaching English in the primary classroom. New York: Longman Publishing.
Hancock, D. R. & Algozzine, B. (2006). Doing case study research: A practical guide for beginning researchers. New York: Teachers College Press.
Harmer, J. (2001). The practice of English language teaching. England: Pearson Education Ltd.
Harmer, J. (2007). How to teach English. England: Pearson Education Ltd.
Haviland, J. B. (2000). Pointing gesture space, and mental maps. In D. McNeill (Ed),
Language and gesture (pp. 13-46). Cambridge: Cambridge University Press.
Hudson N. (2011). Teacher gesture in a post- secondary English as a second language classroom: A socio cultural approach (Unpublished doctoral dissertation). University of Nevada Las Vegas, USA.
Hughes, M. M. (1959). Assessment of the quality of teaching in elementary schools. Utah: Utah University Press.
Jensen, E. (2010). When clear instruction and visual aids are not enough. Current as of April 1, 2013. Available online at:
http://www.jensenlearning.com/news/when-clear-instruction-and-visual-aids-are-not-enough/brain-based-learning.
Kelly, S. D, et al. (2002). A helping hand in assessing children’s knowledge: instructing adults to attend to gesture. Journal of Cognition and Instruction. 20, (1), 1–26.
(3)
Kelly, S. D. & Church, R. B. (1998). A comparison between children’s and adult’s ability to detect conceptual information conveyed through representational gestures. Journal of Child Development, 69, (1), 85-93.
Lazarton, A. (2004). Gesture and speech in the vocabulary explanations of one ESL teacher: A microanalysis inquiry. Journal of Language Learning. 54, 79-117.
Le, Hong T. X. & Gonzales, C. (2012). A microanalysis of gestures in classroom talk.
Hawaii Pacific University TESOL Working Paper Series.10, 13-29.
Levine, D. R. & Adelman, M. B. (1993). Beyond language: Cross-cultural communication (second ed.). New Jersey: Prentice Hall Regents.
Lodico, M. G., Spaulding, D. T., & Voegtle, K. H. (2006). Methods in educational research: From theory to practice. San Francisco: Jossey-Bass A Wiley Imprint.
Luke, A. et al. (2005). A coding scheme for the analysis of classroom discourse in Singapore school. Singapore: Center for Research in Pedagogy and Practice, National Institute of Education.
MA, Xiao Yan. (2006). Teacher talk and EFL in university classrooms (Unpublished
master’s thesis). Chongqing Normal university & Yangtze Normal
University, China.
Macedonia, M & Kriegstein, K. V. (2012). Gestures enhance foreign language learning. Journal of Biolinguistics. 6, (3–4), 393–416.
(4)
McGlothlin, J. D. (1997). A child’s first steps in language learning. The internet TESL Journal. 10. (3), Current as of April 8, 2013. Available online at
http://iteslj.org/Articles/McGlothlin-ChildLearn.html
McLeod, S. (2010). Concrete operational stage. Current as of April 8, 2013. Available online at: http://www.simplypsychology.org/concrete-operational.html.
McNeill, D. (1992). Hand and mind: What the hands reveal about thought. Chicago: University of Chicago Press.
McNeill, D. (2000). Language and gesture. Cambridge: Cambridge University Press.
McNeill, D. (2005). Gesture and thought. Chicago: University of Chicago Press.
Moon, J. (2000). Children learning English. Oxford: MacMillan Heinemann.
Morret, L, et al. (2008). The role of gesture in second language learning: communication, acquisition, & retention. Journal of Language Acquisition. 773-778.
Moskowitz, G. (1971). Interaction analysis: A new modern language for superfisors. Foreign Language Annals. 2. (5), 211-221.
Musthafa, B. (2010). Teaching English to young learners in Indonesia: Essential requirements. Journal of Educationist. 4.(2), 120-125.
Poliden, S.S. (2012). Teaching practices promoting communication opportunities in the language classroom. International Peer Reviewed Journal. 9, 188-207.
(5)
Oliver, R. M. & Reschly, D. J. (2007). Effective classroom management: Teacher preparation and professional development. Washington: National Comprehensive Center for Teacher Quality.
Pinter, A. (2006). Teaching young language learners. Oxford: Oxford University Press.
Ping, R.M. & Goldin- Meadow, S. (2008). Hands in the air: Using ungrounded iconic gestures to teach children conversation of quantity. Journal of Psychology. 44. (5), 1277-1287.
Republik Indonesia. (2010). Peraturan pemerintah republik indonesia nomor 17 tahun 2010 tentang pengelolaan dan penyelenggaraan pendidikan. Jakarta: Sekretariat Negara.
Republik Indonesia. (2003). “Undang-undang nomor 20 tahun 2002 tentang penerimaan siswa pada taman kanak-kanak dan sekolah”. Keputusan Menteri pendidikan nasional republik indonesia tahun 2002, nomor. 51. Jakarta: Sekretariat Negara.
Şad, S. N. (2010). Theory-practice dichotomy: Prospective teachers' evaluations about teaching english to young learners. Journal of Language and Linguistic Studies.6, (2), 22-53.
Seidel, J.V. (1998). Qualitative data analysis. The ethnograph v5 manual, Apendix E. Current as of April 23, 2013. Available online at:
http://www.qualisresearch.com/
Şevik, M. (2011). Teacher views about using songs in teaching English to young
(6)
Taleghani-Nikazm, C. (2008). Gestures in foreign language classrooms: An empirical analysis of their organization and function. In M. Bowles, et al. (Eds.),
Selected Proceedings of the 2007 Second Language Research Forum (pp. 229–238). Somerville, MA: Cascadilla Proceedings Project.
Tara, H. (2010). How to teach using gestures and mime. Current as of April 1, 2013. Available online at: http://busyteacher.org/3780-how-to-teach-using-gestures-mime.html.
Tellier, M. (2008). The effect of gestures on second language memorisation by young children. Gesture, 8, 219–235.