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to follow up the instruction. In delivering directions, the deictic gestures served all the desired functions in this step such as
managing the speech turn, organizing group work, and assigning various roles to students. Furthermore, the deictic gesture also
helped teacher in restating and following up the instruction by
checking the students’ understanding about the instruction. Next, iconic gestures were mostly related with the students’ catchment of
the lexical items of the verbal instruction, so students would interpret the instruction correctly only if the gestural cues existed.
Lastly, beat gesture aimed to attract the students’ attention by providing repetitive hand action which also made sound to make
the students immediately turn their head to it and start to listen and concentrate more to the teacher.
B. Suggestion
The findings showed that the student teachers have already enacted the conversational hand gestures when they want
to give instruction. However, the data also further suggested that the student teachers do not really take the gestures into account as
the beneficial support for their instruction. Therefore, there are some suggestions from the researcher stated as follow:
1. For student teachers, they need to highlight and give serious
consideration to incorporating instruction that raises awareness of the pedagogical role that gesture can play.
Although someone may argue this recommendation by saying that gesture accompanying speech is generally produced
unconsciously and spontaneously, but the planned and
intentional use of teacher’s gesture may influence the instructional conversation.
2. For the lecturers, they need to highlight this issue because the
student teachers they taught in the microteaching class will later deal with the foreign language environment in which
they need to provide any necessary support to make their real students comprehend the activities holistically. So, lecturers
may inform the student teachers that there are several kinds of gestures they may employed intentionally in the real class to
result students’ better understanding.
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3. For further researchers, as this study has a lot of weaknesses,
it would be glad if some developments are made. Therefore, for the next researchers, completing the research by analyzing
the real classroom situation will be interesting. Besides, relating the gestures with other functions beyond the
organizational function such as cognitive function or emotional function is also remarkable to help English teachers
in doing their responsibility. Moreover, if it is related with the
students’ perception of the teacher’s gestures, the research will be so challenging to do.
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