THE USE OF GESTURES IN TEACHING ENGLISH TO YOUNG LEARNERS: A Case Study of Primary School Teacher in EFL Context.

(1)

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

(2)

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

Universitas Pendidikan Indonesia

Oktober 2013

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian,

(3)

(4)

v

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.

(5)

vi

TABLE OF CONTENTS

STATEMENT OF AUTHORIZATION ... i

PREFACE ... ii

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

(6)

vii

CHAPTER IV: FINDINGS AND DISCUSSION ... 35

A. Findings ... 35

e) Other hand movements ... 46

2. The situations of using gestures ... 49

b) Classroom management... 66

c) Grammar explanations... 71

d) Pronunciation explanations ... 74

B. Discussion ... 76

CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS ... 82

(7)

viii

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

(8)

ix

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 4.5 Sample from the 3rd meeting at 28:38... 42

Figure 4.12 Sample from the 1st meeting at 08: 36 ... 47

(9)

x

(10)

1

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

(11)

2

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

(12)

3

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

(13)

4

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

(14)

5

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

(15)

6

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

(16)

27

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

(17)

28

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.

(18)

29

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

(19)

30

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

(20)

31

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

(21)

32

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

(22)

33

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

(23)

34

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

(24)

82

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

(25)

83

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

(26)

84

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’

(27)

85

BIBLIOGRAPHY

Alibali, M.W & Nathan, M.J. (2005). Teacher's gesture as a means of scaffolding students' understanding: Evidence from an early algebra lesson. In R. Goldman, et al. (Eds.), Video research in the learning sciences (pp. 1-35). Mahwah, NJ: Erlbaum.

Alwasilah, C. A. (2002). Pokoknya kualitatif: Dasar-dasar merancang dan melakukan penelitian kualitatif. Jakarta: Pustaka Raya.

Bardakçi, M. (2010). Teaching young learners English through language teaching materials. E- Journal of New World Sciences Academy (NWSA). 6, (2), 289- 298.

Bates, E & Dick, F. (2002). Language, gesture, and the developing brain. Developmental Psychobiology Journal. 40, 293-310.

Bowers, R. (1980). Verbal behavior in the language teaching classroom (Unpublished doctoral dissertation). Reading University, United Kingdom.

Brown, H.D. (1975). A first language: The early stages. Cambridge, MA: Harvard University Press.

Brown, H.D. (2001). Teaching by principles: An interactive approach to language pedagogy. New York: Addison Wesley Longman, Inc.

(28)

86

Carey, S. (1978). The child as word learner: Linguistic theory and psychological reality. Cambridge: MIT.

Choudhury, S. (2005). Interaction in second language classrooms. BRAC University Journal. 2, (1), 77-82.

Cook, S. W. & Goldin- Meadow, S. (2006). The role of gesture in learning: Do children use their hands to change their minds?. Journal of Cognition and Development. 7, (2), 211–232.

Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (sixth ed.). New York: Routledge.

Creswell, J.W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (fourth ed.). Boston: Pearson

Education, Inc.

Cullen, R. (1998). Teacher talk & the classroom context. ELT Journal. 52, (3), 179-187.

David, M & Sutton, C. D. (2004). Social research: The basics. London: Sage.

Damayanti, I. L. (2008). Is the younger the better? Teaching English to young learners in the Indonesian context. EDUCARE International Journal for Educational Studies. 1, (1), 1-38.

Damayanti, I. L. (2010). A child-friendly way to teaching young learners: The implementation of M-U-F framework. Current as of September 12, 2013.

(29)

87

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.

(30)

88

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.

(31)

89

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.

(32)

90

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.

(33)

91

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/

(34)

92

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.