Conversational hand gestures of student teachers to give instruction in microteaching class of English Teacher Education Department at Sunan Ampel State Islamic University Surabaya.

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CONVERSATIONAL HAND GESTURES OF

STUDENT TEACHERS TO GIVE

INSTRUCTION IN MICROTEACHING

CLASS OF ENGLISH TEACHER

EDUCATION DEPARTMENT AT SUNAN

AMPEL STATE ISLAMIC UNIVERSITY

SURABAYA

THESIS

Submitted in partial fulfillment of the requirement for the

degree of Sarjana Pendidikan (S.Pd) in Teaching English

By:

Zubaydah

NIM D75213108

ENGLISH TEACHER EDUCATION DEPARTMENT

TARBIYAH AND TEACHER TRAINING FACULTY

SUNAN AMPEL STATE ISLAMIC UNIVERSITY

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ABSTRACT

Zubaydah. (2017). Conversational Hand Gestures of Student Teachers to Give Instruction in Microteaching Class of English Teacher Education Department at Sunan Ampel State Islamic University Surabaya. A thesis. English Teacher Education Department, Faculty of Education and Teacher Training, Sunan Ampel State Islamic University Surabaya. Advisor: Dra. Irma Soraya, M.Pd and Rizka Safriyani M.Pd.

Key words: Conversational hand gestures, instructions, student teachers, microteaching class

It is very essential for student teachers to convey clear instructions during their microteaching class to prepare themselves better in the real teaching process at school. Student teachers need to have specific techniques to give instruction. The most advantageous technique is gesture because gesture can clarify unclear teacher talk and give visual aids in comprehending the instruction. Specifically, conversational hand

gestures are associated to promote students’ better understanding that

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ABSTRAK

Zubaydah. (2017). Conversational Hand Gestures of Student Teachers to Give Instruction in Microteaching Class of English Teacher Education Department at Sunan Ampel State Islamic University Surabaya. Program Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa, Fakultas Tarbiyah dan Keguruan, UIN Sunan Ampel Surabaya. Dosen Pembimbing: Dra. Irma Soraya, M.Pd dan Rizka Safriyani M.Pd.

Key words: Gerak Tangan dalam Percakapan, Instruksi, Mahasiswa Calon Guru, Kelas Praktek Mengajar

Penyampaian instruksi yang jelas oleh mahasiswa ketika mengikuti kelas praktek mengajar sangatlah penting karena hal tersebut dapat mereka mempersiapkan diri lebih baik untuk menghadapi praktek mengajar yang sesungguhnya di sekolah. Mahasiswa harus memiliki teknik khusus untuk memberikan instruksi di kelas. Salah satu teknik yang paling menguntungkan untuk digunakan adalah gerak tangan dalam percakapan antar guru dan murid karena gerak tangan mampu menjelaskan kata-kata guru yang tidak jelas sekaligus sebagai alat peraga untuk memahami instruksi bagi murid. Ada empat tipe gerak tangan untuk menjelaskan instruksi yaitu iconic, metaphoric, deictic,

dan beat. Penelitian ini bertujuan untuk menemukan tipe apa yang sering digunakan dan proses penggunaannya oleh mahasiswa dalam pemberian instruksi. Penelitian ini menggunakan model deksriptif kualitatif. Ada 4 mahasiswa dari 4 kelas PPL yang berbeda yang akan dianalisa melalui video rekaman praktek mengajar yang mereka lakukan. Selain itu, wawancara dilakukan kepada subjek penelitian. Hasil penelitian menunjukkan bahwa gerak tangan mendukung instruksi di 5 langkah pemberian instruksi: (1) gerak tangan beat dan iconic sebagai penarik perhatian murid, (2) gerak tangan deictic, iconic, dan beat dalam penyampaian langakh-langkah dalam instruksi, (3) gerak tangan iconic, deictic, dan beat dalam penjelasan hasil kegiatan kelas, (4) gerak tangan

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CHAPTER I

INTRODUCTION

This chapter presents an introduction of the study that explains the reasons of accomplishing this research. In addition, it has the research questions that come up with some cases, goals of the study that show the aims of conducting this research, significance of the study. Furthermore, scope and limitation of the study are also presented in this chapter. Finally, definition of key terms defining the variables used in this research is also provided to avoid misunderstanding of those terms.

A. Background of the Study

Teacher is expected to establish effective teaching strategies to help students engage in learning, develop thinking skills, and keep students on task. Effective teaching will also lead to improved student achievements that matter to their future success. Coe stated that there are six components of effective teaching.1 They are pedagogical content knowledge, quality of instruction, classroom climate, classroom management, teacher beliefs, and professional behaviours. Effective teaching will likely involve a combination of these components that manifested at different times. Therefore, effective teaching can be achieved by teachers only if they demonstrate all of the components.

Effective teaching is closely related with effective teacher and effective instruction because the terms have been used interchangeably in much of the research literature.2 This reflects the fact that the primary nature of a teacher’s work is teaching or instruction that generally carried out in the classroom. Rosenshine stated that the ultimate aim of identifying the generic components of effective teaching may influence the profiles of effective teachers. Furthermore, effective teachers ensured that their students effectively acquired, rehearsed, and connected by providing a good

1

Robert Coe, et.al., “What makes great teaching?”. Review of the underpinning research - Durham University, October 2014, 2.

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deal of instructional support.3 Instructional support obviously affects the classroom activities because it involves giving the students information, telling them how they are going to do the activities, putting them into pairs or groups, and finally closing things down when it is time to stop. In addition, Harmer also argued that one of the most important teacher roles as organizer is to organize students to do various activities.4 It is vitally important for teachers to get this role right when it is required. If the students do not understand what they are supposed to do, they may not get full advantage from an activity. If teachers fail to give and explain the instructions to the students, chaos will ensue, and the activity may be wasted.

It is then very essential for teacher to convey clear instructions during teaching learning process. Smart and Marshall stated that teacher instructional practices influence student learning in a variety of ways5. Student outcomes such as achievement, motivation, and efficacy have been associated with multiple aspects of teacher instructional practices in the classroom. In particular, interactions between students and teachers have the potential to shape the course of student learning. In other words, student comprehension can be achieved through instructional conversation between teacher and students in the classroom.

Classroom management, classroom climate and instruction are the three factors to address in teaching that had statistically significant positive impacts on student academic outcomes. Ko argued that instruction is the most crucial factor among all.6 Teachers need to have specific techniques to give instruction. Scrivener argued that gestures and facial expessions are an important techniques to use in order to support instruction.7

3_{Barak Rosenshine, “Principles of Instruction (Research}

-Based Strategies That All

Teachers Should Know)”. American Educator, Spring 2012, 12.

4_{Jeremy Harmer, The Practice of Language Teaching - Third Edition (Edinburgh: Pearson} Education Limited, 2001), 58.

5_{Julie B. Smart and Jeff C. Marshall,}_“_{Interactions between Classroom Discourse, Teacher}

Questioning, and Students Cognitive Engagement in Middle School Science”. Journal of Science Teacher Education. Vol. 24 Issue 2, 2013, 249.

6

James Ko, et.al., Effective Teaching ... 45.

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Harmer also added that it is especially useful to use gesture to provide comprehensible input.8 Teacher requires themselves to perform the gesture as we may not deny that teacher is a kind of teaching aid. However, gestures as the teaching aid may seem acceptable in one situation or place, but it will not be appropriate in another. Teachers need, therefore, to use them with care in order to get the best advantage of it.

According to Scrivener, The most fundamental reason why teacher associates their instruction with gestures is because gestures can help reduce unclear teacher talk when giving instructions9. Gestures are spontaneous, speech-related movements of hands which acquire a communicative value through the conjoint interpretive effort of teacher and students10. Riseborough also has attempted an investigation to prove that speech accompanied by gestures communicates more effectively than speech without gestures.11 This means that the times when teachers can mediate the instructions with gestures are critical moments in any lesson. If students get them wrong, they will cause problems that ripple through the following activity and the rest of the lesson. Sadly, the real problem was actually the original instructions not the students who have failed to understand what they are expected to do.

Although gestures have been proven to mediate the instruction better, but teacher still pays little attention to it. Surkamp stated that English language classes have traditionally emphasized verbal instruction.12 A combination of instruction and gesture in English language classroom can make students easier to interpret the messages or meanings of the instruction. Furthermore, it is also important for language students to become aware of the

8

Jeremy Harmer, The Practice of Language ... 64. 9

Jeremy Harmer, The Practice of Language ... 56.

10_{Daniela Sime, “What do learners make of teachers’ gestures in the language}

classroom?”. International Review of Applied Linguistics in Language Teaching. Vol. 44 Number 2, 2006, 212.

11_{Margaret G. Riseborough, “}

Physiographic gestures as decoding facilitators: Three

experiments exploring a neglected facet of communication”. Journal of Nonverbal Behaviour, Vol. 5 Issue 3, March 1981, 172.

12_{Carola Surkamp, “Non}_{-Verbal Communication: Why We Need It in Foreign Language}

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gesture role in instructional conversation. Therefore, both teacher and students can actively and supportively engage in the classroom activities as they interchange the same desired meanings of the instruction.

This study focuses on conversational hand gestures. Krauss, Dushay, Chen and Rauscher defined conversational hand gestures as hand movement people often make that are synchronized with their speech, and to the listener some of these movements seem related to the meaning of the speech they accompany13. Furthermore, conversational hand gestures are made only by the person who is speaking. Those hand gestures provide visual support that helps students to understand what is being said. Moreover, the context of this study is about how teacher can give instructions, so the requirement to use the gestures belongs to the teachers. If teachers can associate their instructions with conversational hand gestures, it will promote students’ better understanding which may lead to better achievement. They also Department (ETED) at Sunan Ampel State Islamic University Surabaya (UINSA). They are in the 6th semester. Students have to pass this microteaching class in order to join the internship program at school (PPL II)14. The students of microteaching class are called student teachers.15 Microteaching class consists of 12

13_{Robert M. Krauss, Robert A. Dushay, Yishiu Chen, and Frances Rauscher, “The}

Communicative Value of Conversational Hand Gestures”. Journal of Experimental Social Psychology, Vol. 31, 1995, 533.

14_{Fakultas Tarbiyah dan Keguruan UIN Sunan Ampel Surabaya,}_“_{Pedoman Praktik} Pengalaman Lapangan II (PPL II) Tahun 2016 Fakultas Tarbiyah dan Keguruan UIN Sunan Ampel Surabaya” (Surabaya: Fakultas Tarbiyah dan Keguruan UIN Sunan Ampel Surabaya, 2016), 1.

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student teachers. Their peers will play role as students when one practices teaching. Student teachers will have their teaching performances for 20 minutes. Microteaching class gives students the experiences of teaching before the real classroom teaching.

Student teachers are required to deliver clear instructions during the practice teaching, so their students will understand what they want them to do. The preliminary research data, on the other hand, shows that student teachers are confused to construct clear instructions. Moreover, they actually try to support their instructions with hand gestures, but the hand gestures do not really match with the instructions which make the students more confused and take much longer time to deliver a single instruction. There are only 4 from 12 student teachers in that microteaching class that are able to associate their instruction with appropriate hand gestures. It makes the activity go faster and smoother because the students understand what to do. As that problem occurred, it is essential to have further research and analysis to know how hand gestures can mediate the instructions given by student teachers. In other word, it is expected that the more frequent the gestures are used, the better instruction will occur. Thus, if student teachers can deliver instructions well during their practice teaching, they can have fundamental experience to help their professional development in real teaching.

ETED has accredited with A mark since 2015. This means that the students of ETED need to fulfill the expectation of upgraded teaching skills. This fact also goes hand in hand with the conversion of UINSA from institute to university that requires their students to enhance their quality into higher and better level. Furthermore, Sunan Ampel State Islamic University is in ongoing process to become World Class University. Salmi stated that becoming world-class university is not just simply for improving the quality of learning and research in tertiary education but also, more important, for developing the capacity to compete in the global tertiary education marketplace through the aquisition, adaptation, and creation of advanced knowledge.16 He added that there are three complementary factors to fulfill in order to become

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world-class university. They are a high concentration of talents (faculties and students), abundant resources to offer a rich learning environment and to conduct advanced research, and favorable governance features that encourage strategic vision, innovation, and flexibility. Thus, it is very essential for UINSA to meet those complementary factors to become world-class university.

The foremost determinant of world-class university is the presence of a critical mass of top students and outstanding faculty.17 UINSA is required to select the best and the most academically qualified students. The qualified students are expected to play an essential role in doing their research and resulting noteworthy outcomes from their faculty. When public sees the outcomes of UINSA qualified students, especially the teacher candidate in Tarbiyah and Teacher Training Faculty, it will have an irresistable appeal to any young person entering the field.

Several researches regarding to this issue have been widely conducted. In Ukraine, Tetyana Smotrova and James P. Lantolf have conducted the research entitled The Function of

Gesture in Lexically Focused L2 Instructional Conversations. The

study investigated the mediational function of the gesture-speech interface in the form of catchments in the instructional conversation that emerged as teachers attempted to explain the meaning of English words to their students in two EFL classrooms in the Ukraine. Teachers integrated gesture into their instructional talk as a way of remediating and improving student understandings. Students then signaled their modified understandings by appropriating and using the teachers’ gestures in their own expressive moves.18

Another similar research is done by Daniela Sime entitled

What do learners make of teachers’ gestures in the language

classroom? This study explored the gesture performance in EFL classroom, viewed mainly from the language learners’ perspective19. Learners interpreted teachers’ gestures in a functional manner and use these and other non-verbal messages

17

Jamil Salmi. The Challenge of Establishing ... 20.

18_{Tetyana Smotrova and James P. Lantolf, “The Function of Gesture in Lexi}

cally Focused

L2 Instructional Conversations”. The Modern Language Journal. Vol. 97 Issue 2, 2013, 397.

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and cues in their learning and social interaction with the teacher. Learners identified three types of functions that gestures play in EFL classroom interaction: cognitive, emotional, and organizational.

The third study comes from Khoirun Nisa Pesesa entitled Student Teachers’ Ability in Giving Instruction during Teaching

Learning Process of Practice Teaching at UIN Sunan Ampel Surabaya. This study focused on analyzing student teachers’

ability in giving instruction and identifying the problem when they gave instruction. The result of the study showed that there are five steps used by student teacher in giving instruction, but not all student teachers applied the complete steps in giving instruction20.

The last study is from Ni’matul Illiyyun under the title

Teacher’s Instructions Elements in English Outdoor Class at MA

Bilingual Krian. This study examined the English teacher’s instructions elements applied in activities especially in students’ working English outdoor class and the problems faced by English teacher in delivering the instructions such as students’ attention, noise, voice and time in English outdoor class at MA Bilingual Krian.21

In general, the first and second previous researches commonly focused on the students’ view about the teacher’s gestures. While the third and fourth studies focused on the instructions without addressing gestures as the mediational strategies. Therefore, this research will investigate how gestures mediate teachers’ instructions. This research will not only discuss about students’ perspective but teachers’ perspective of the gesture mediated instructions in classroom environments. This study is taken under consideration that the subjects of this research need to prepare their teaching skills before the real classroom practice.

All of above-mentioned reasons of this study, the researcher is trying to examine gesture-speech interface enacted in instructional conversation of student teachers in microteaching

20_{Khoirun Nisa Pesesa, Undergraduate Thesis:}_{“Student Teacher’s Ability in Giving} Instruction During Teaching Learning Process of Practice teaching at UIN Sunan Ampel Surabaya” (Surabaya: UIN Sunan Ampel Surabaya, 2016), Viii.

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class of English Teacher Education Department at Sunan Ampel State Islamic University Surabaya in academic year 2016/2017 in order to find out the specific gestures in giving instructions used by student teachers in their teaching practice.

B. Research Questions

In relation to the background of the study previously outlined above, the problem of the study can be formulated as this following question:

1. What type of conversational hand gestures are commonly enacted by student teachers to give instruction in microteaching class?

2. How is conversational hand gesture enacted by student teachers to give instruction in microteaching class?

C. Objectives of the Study

Derived from formulated problem above, this paper will cover these cases:

1. To describe the types of conversational hand gesture enacted by student teachers to give instruction in microteaching class. 2. To illustrate the way how conversational hand gesture can

help student teacher to give clearer instructions during the microteaching class.

D. Significance of the Study

The result of the study is expected to give contribution for both English learners and teachers. In particular, this study can be one of sources in recognizing and realizing gesture-speech related with the instructional conversation in the classroom setting.

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instructional conversation in the classroom. Besides, this research can give extra information about one of students’ strengths and weaknesses in implementing gesture-speech interface in the instructional conversation that can help their students understand the instructions better if they become the real teacher in the future.

Furthermore, this study can show alternative ways in conveying instructions in the classroom. As student teachers are possibly trapped by conventional and confusing way in giving instruction in the class, lecturers can begin to give explanation about the importance of gesture-speech interface when student teachers give instructions.

Additionally, this study can be the alternative way to upgrade professional development in teaching for students in Tarbiyah and Teacher Training Faculty because they will have longer internship program in the school in the next academic year.

E. Scope and Limitation of the Study

This scope of this study is hand gesture in instructional setting of teaching practice in English Language Learning. Specifically, the data is taken from students who do teaching practice in microteaching class through video recording to examine their conversational hand gesture when they give instructions. Purposely, there will be ten videos from five microteching classes, so two videos of teaching practice from one class. The data will be analyzed with the theory of David McNeill about gestures and the theory of Donald C. Orlich about the instructions.

Furthermore, the study will be limited to 6th semester students of English Teacher Education Department in Sunan Ampel State Islamic University of Surabaya. They are called as student teachers. They enroll in Microteaching class in academic year 2016/2017. There are nine microteaching classes with four different lecturers, but the data is only taken from five classes with two different lecturers.

F. Definition of Key Terms

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1. Microteaching

Savas defined microteaching is when student teachers teach 15 minutes of their lesson in class to peers who assumed the role of learners in an EFL classroom22. Bell also defined microteaching as the common practice of having student teachers in educational method courses “teach” a lesson to their peers in order to gain experience with lesson planning and delivery.23 In this study, microteaching is teaching practice done by 6th semester students of ETED with 20 minutes duration and their friends as the students followed by feedback from peers and lecturer at UIN Sunan Ampel Surabaya.

2. Student Teacher

Garvey defines student teachers as college students who practice the discrete skills of teaching in short teaching classrooms. Student teachers in this study are the sixth semester students who take PPL course in academic year 2016/2017. They will do practice teaching for 20 minutes with their peers as students. There will be 12 to 15 student teachers in one microteaching class.

3. Conversational Hand Gestures

Krauss, Dushay, Chen and Rauscher defined conversational hand gestures as hand movement people often make that are synchronized with their speech, and to the

22

Perihan Savas, Micro-teaching videos in EFL teacher education methodology courses: Tools to enhance English proficiency and teaching skills among trainees (Turkey: Procedia, 2012), 732-733.

23_{Nancy D. Bell, “Microteaching:What is it that is going on here?”.}_{Journal of Linguistics} and Education, Vol.18, 2007, 24.

24_{Brian Garvey, “Microteaching: Developing} ... 142. 25 _{Sri Surya Dewi, Undergraduate Thesis: “}

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listener some of these movements seem related to the meaning of the speech they accompany26. Conversational hand gestures in this study means the hand gestures that accompany and are tied to speech to elaborate the content of instructions given by student teachers.

4. Instruction

Scrivener stated that instructions tell the students what to do during the lesson27. Instruction in this study is defined as teacher talk to elaborate what they want their students to do during the teaching and learning process that is accompanied by hand gestures.

26_{Robert M. Krauss, Robert A. Dushay, Yishiu Chen, and Frances Rauscher, “The} Communicative Value ... 533.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter discusses about all of related review of the study. There are two main points that will be discussed, those are: gestures and instruction. In addition, some previous studies related to this field also will be revealed.

A. Gestures in ELT Classroom

In the field of foreign language teaching, a teaching gesture is different from everyday communicative gesture. The reason is that, in ordinary communication, gestures and words work together, and one relies on the other to have meaning; in short, they are complementary. In usual communication, where all the participants have the same level of fluency in the vernacular language, speakers produce gestures rather unconsciously to help them structure their thought and organize their discourse. But this is not the case in foreign language teaching, because the participants do not share the same level of fluency in the target language. We have the teacher who has great command of the language, and on the other hand we have learners who understand more or less what is being said. When the learners are beginners and/or children, the linguistic relationship is highly asymmetric. Thus, gestures are what the learners rely on to understand what the teacher says. This means that the gestures need to convey enough meaning to be understood alone (without verbal language), and have to help one to infer the meaning of the words they are associated with. Therefore, Marion believed that teaching gestures are produced more consciously than usual communicative gestures and that they are specifically addressed to the learners to accompany teacher talk28.

Surkamp stated that the language classes have traditionally emphasized verbal communication, but communicative competence cannot consist solely of the verbal language.29 This means that we cannot leave out the non verbal

28_{Tellier Marion, “How do teacher’s gestures help young children in second language} acquisition?”, Vol. 253, 122.

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dimension of the communication in foreign language teaching because students may not learn to coordinate language and gesture in the reception and the production of foreign language. Furthermore, gesture can help students to understand the foreign language and to express themselves in it because gesture can mediate the communicative intention that they cannot utter verbally. Thus, the combination of verbal language and gesture in foreign language classroom can make students easier to understand and communicate with the foreign language.

There are different types of teaching gestures which appear in class that serve various functions. Sime stated that there are three main roles for teaching gestures30: organizational functions (to start/end an activity, divide group work, control speech turn, etc.), emotional functions (to encourage, congratulate, provide feedbacks etc.), and cognitive functions (give indication on syntax, underline specific prosody, explain new vocabulary, etc.). In this study, we are particularly interested in the gestures which occur in the process of giving instruction that mostly serve the organizational functions. They appear in various types: adapters, symbolic gestures and conversational gestures.

Initially, adapters are hand movements that tend not to be considered as gestures. They only consist of manipulations either of the person (scratching, fidgeting, rubbing, tapping, and touching) or of some objects (clothing, pencil, eyeglasses).31 They are not perceived to be meaningfully related to the speech they accompany although they may serve as the basis for dispositional inferences (the speaker is nervous, unconfortable, bored, etc). It has been suggested that adapters may reveal thoughts and feelings that the speaker is consciously trying to conceal. According to Pease, there are several gestures that are commonly classified as adapter32, such as:

30_{Daniela Sime, What do learners make ... 217.} 31

Robert M. Krauss, Yishiu Chen, and Purnima Chawla, “Nonverbal Behavior and Nonverbal communication: What do conversational hand gestures tell us?”. Journal of Experimental Social Psychology, Vol. 28, 1996, p.392.

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a. Crossed-Arms-on-Chest Gesture

Both arms are folded together across the chest as an attempt to put a barrier between the person and someone or something they dislike or when someone feel uncertain.33

Picture 2.1 Crossed-Arms-on-Chest Gesture

b. Partial-Arm-Cross Gesture

Partial arm barriers are often seen when someone is lacking in self-confidence. Any woman taking this position in a tense situation will usually claim she is just being 'comfortable'.34

Picture 2.2 Partial-Arm-Cross Gesture

33_{Allan and Barbara Pease, The Definitive Book ...93.} 34

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c. The Cuff-Link-Adjust Gesture

When someone touches or holds on to a bracelet, watch,' shirt cuff or object on or near their other arm, it means he is nervous.35

Picture 2.3 The Cuff-Link-Adjust Gesture

d. The Coat Pocket Thruster Gesture

When someone puts his hands on his coat pockets, it means he tries to conceal his nervousness.36

Picture 2.4 The Coat Pocket Thruster Gesture

e. The Hand Clenched Gesture

The Hands Clenched gesture shows an anxious or negative attitude. The Hands Clenched gesture has three main positions: hands clenched in front of the face; hands

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clenched resting on he desk or on the lap; and, when standing, hands clenched in front of the crotch. There is a correlation between the height at which the hands are held and the degree of the person's frustration. The higher the position, the more frustrated the person.37

Picture 2.5 The High, Middle and Low Hand Clenched Gesture

f. The Hand-Gripping-Wrist Gesture

The Hand-Gripping-Wrist gesture communicates a

different emotion to Palm-in-Palm behind the back. It's a signal of frustration and an attempt at self-control. One hand grips the other wrist or arm tightly behind the back, as if in an attempt by one arm to prevent the other from striking out. The higher up one hand grips the opposite arm, the more frustrated or angry the person is likely to be.38

Picture 2.6 The Lower, Middle, and Upper Hand-Gripping-Wrist Gesture

37_{Allan and Barbara Pease, The Definitive Book ...131-132.} 38

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g. The Neck Scratch Gesture

This gesture reveals a signal of doubt or uncertainty and is characteristic of the person who says, 'I'm not sure I agree.’39

Picture 2.7 The Neck Scratch Gesture

h. Evaluation Gesture

A closed hand resting on the chin or cheek, often with the index finger pointing upwards indicates someone begins to lose interest and feels bored.40

.

Picture 2.8 Evaluation Gesture

i. The Chin Stroking Gesture

The Chin Stroking gesture is the signal that someone is going through the decision-making process.41

39_{Allan and Barbara Pease, The Definitive Book ...153.} 40_{Allan and Barbara Pease, The Definitive Book ...156.} 41

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Picture 2.9 The Chin Stroking Gesture

j. Steepling Gesture

Steepling, which is either the process of interlocking one’s fingers or merely placing the fingertips of opposing hands together, is a demonstration of confidence.42

Picture 2.10 The Raised Steepling Gesture

Picture 2.11 The Lowered Steepling Gesture

42

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k. ShruggingGesture

Shrugging of the shoulders is a common expression of lacking sufficient knowledge and confident.43

Picture 2.12 Shrugging Gesture

Adaptor can also be classified into three categories based on the object of the gesture. They are:

a. Self Adapter

Self adapter is done by teacher to their own part of body. Teacher, for example, scratches their hand because they are confused about something.

b. Alter Adapter

This gesture is done to someone else. Teachers, for example, touch their students back with their hand to show that their students have finished the task well. c. Object Adapter

Object adapter is gesture that aims a specific object. Teacher, for example, touches the whiteboard to indicate that students need to pay attention to the teacher.

This gesture actually depicted iconic gestures which are intentionally done to the speaker’s own self, but if it is done to the others, it aims to create interaction and communication. Furthermore, hand configurations and movements with specific, conventionalized meaning are symbolic gestures.44 Familiar symbolic gestures include the “raised fist”, “bye-bye”, thumbs up”, and the extende middle finger sometimes called “flipping the bird”.

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In contrast to adapters, symbolic gestures are used intentionally and serve a clear communicative function. Every culture has a set of symbolic gestures that are familiar to most of its members. Very similar gestures may have different meanings in different cultures. Subcultural and occupational groups may also have special symbolic gestures which are not widely known by people outside the group. Although symbolic gestures are often used in the absence of speech, they occasionally accompany speech, either echoing a spoken word or phrase or substituting for something that was not said.

B. Conversational Hand Gestures

All hand gestures are hand movements, but not all hand movements are gestures, and it is useful to draw some distinctions among the types of hand movements that people make. Conversational hand gestures are hand movements that accompany speech and seem related to the speech they accompany.45 This apparent relatedness is manifest in three ways. First, unlike symbolic gestures, conversational gestures do not occur in the absence of speech, and in conversation they are made only by the person who is speaking. Second, conversational gestures are temporally coordinated with speech. Third, unlike adapters, at least some conversational gestures seem related in form to the semantic content of the speech they accompany. McNeill described four types of conversational gestures that co express meaning with speech that are relevant for this study46:

1. Iconics

Iconic gestures depict the content of speech, both objects and actions, in term of their physical characteristics. In other words, they are closely linked to the semantic content (i.e., the lexical components) of the talk. Teacher’s hands, for example, show a picking action when speaking about picking fruit from a tree.

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2. Metaphorics

Metaphoric gestures present images of abstract ideas or entities. Teacher’s hand, for example, looks like holding a container when referring to a theory or explaining difficult words and instructions.

3. Deictics

Deictic gestures are pointing movements that indicate physical, available objects, as well as physically unavailable ones at the time of gesturing. Teacher, for example, points to a painting when speaking about it. Another example is when teacher points to empty space to refer to a city rather than the physical space as he is asking to the student where he came from.

4. Beats

Beat gestures are vertical the hand moves with a rhythmical pulse that lines up with the stress peaks of speech. A typical beat gesture is a simple flick of the hand or fingers up and down, or back and forth that can serve to highlight portions of an utterance. Beats were divided into two forms; discrete and continuous. Beat gestures in discrete form were produced when a syllable, word or clause was stressed and disappeared right after the utterance. Beat gestures in continuous form were produced throughout speech (word, clause, and sentence). They often occurred in a series of a particular hand movement. Circular, continuous movement of hand could be an example for a beat gesture in continuous form.

C. Functions of Conversational Hand Gestures

Despite the vast number of hand movements that qualify as gestures, all gestures can be grouped into the following major functions47:

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1. Cognitive Function

The students’ cognitive attributions to the teacher’ gestures are organized around the key moments of the language learning. These refer to instances when gestures are seen to clarify the meanings expressed verbally, elicit or give clues, create conditions for learning through facilitating mental processes like attention and retention, or acknowledge students’ contribution.

2. Emotional Function

The gestures serve the function to underscore what is being said by the teacher. They indicate emotional states such as earnestness, conviction, and enthusiasm. For example, a teacher points at students with her palm open when hearing a good answer. Similarly, teacher places hand firmly or decisively on the desk in front of a student to indicate the student to stop talking or to answer a question.

3. Organizational Function

Teacher’s gestures are perceived by students in the idea of influencing classroom organization. In doing so, students will react and follow the instruction. The gestures are used, for example, to control speech turn, to select group or to monitor class. This may also be used to to help evoke a desired response from the students. If teacher wants students to raise their hands, applaud, or perform some specific action, the teacher enhances the response by doing it himself or herself as an example. This function is commonly implemented by using the conversational hand gestures.

D. Instruction

Hanh stated that instruction is the purposeful guidance of learning process. 48 According to Cambridge Advance Learner’s Dictionary, instruction is defined as something that someone tells

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you to do. Instruction in this study is the directions delivered by student teachers to the students about what to do during the lesson in the English classroom. Delivering instruction is a critical moment in any lesson because if students get them wrong, they can cause problem that ripple through the following activity and the rest of the lesson. Considering this issue, Harmer argued that there are certain rules for delivering instruction49:

1. Simple

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E. Gestures in Giving Instruction

In delivering the effective instructions, the teacher has to notice some ways. Orlich, Harder, Callahan, Trevisan, and Brown indicate that the teacher can use some gestures to effective instructions for being applied to the classroom. Teachers need to give several steps when they give instruction to the students. It is very important that teachers follow the steps in order to make students understand their instructions better. Those steps are53:

1. Get the students’ attention

Being performed in a spatio-visual modality, gesture can act as an effective highlighter and attention-getter. Wang et al.’s looked at the specific types of gesture that appeared to be most effective in scaffolding54. The results showed that iconic and deictic were the most efficient types of hand movements that elicited more responses from the students, maintained their focus of attention on the task for a longer period of time, and resulted in a higher rate of success in accomplishing the task. The role of gestural modality as an “attention getter” was described in Goldin-Meadow, Kim, & Singer’s study. According to their findings, children were more likely to repeat the teacher’s correct problem-solving strategy when the teacher matched his speech with the gesture than when his speech was not accompanied by an appropriate gesture.55 The study concluded that such matching gestures increased students’ attention to the teacher’s speech. Beats are also recognized as one of gestures that can be used as attention getter such as clapping hand.

53

Donald C Orlich. et.al., Teaching Strategies: A Guide to Effective Instruction (Boston, Wadsworth Cengage Learning, 2010), 201.

54

Xiao-Lei Wang, Ronan bernas, and Philippe Eberhard, “Engaging ADHD students in tasks with hand gestures: a pedagogical possibility for teachers”, Educational Studies, Vol. 30(3), September 2004, p. 217.

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2. Deliver the directions in brief steps

Students will be confused if teacher deliver many directions of the instruction at the same time. Teachers are supposed to tell the directions simply and briefly. Carol states that the directions of the instructions should be brief, use accessible vocabulary, proceed in a step-by-step manner, and not skip any steps.56 Students will understand easily the instruction if the teacher gives it in simple way and running step-by-step. In addition, the instruction should use appropriate language and vocabulary to the students to avoid missing information. The use of language also should be communicative way. In doing so, teacher is perceived to use mostly standardized moves such as deictic to control speech turn or to divide group work.

3. Explain expectation

Expectation of the instruction is about what students do about the class activity. Orlich also stated that explaining expectations is about what and when the students will produce from the activity.57 In order to facilitate the students’ understanding on the instruction, delivering the final aim of the activity can be very beneficial. Teacher is able to have expectation by eliciting. Teacher’s gestures provide the cues to the students to involve in understanding what they will produce in the activity. Teacher, for example, uses the iconic gestures to mediate the meaning of the lexical items inside the expectation. Similarly, teacher construct the gesture space of the utterance by using deictic gestures. Teacher may also use metaphoric gesture to elaborate the meaning of abstract action of the expectation.

4. Restate the instruction

In this step, teacher needs to check whether students have fully understood the instruction. Smith and Laslett explained that checking is needed by the teacher that

56_{Carol Ann Tomlinson-Marcia B Imbeau,}_{Leading and Managing a Differentiated} Classroom (Alexandria:ASCD, 2010), 123.

57

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instructions have been grasped by questioning one of the students to reiterate them58. Restating the instructions delivered by the teacher can help the students to understand the instructions, whether the instructions are clear or unclear. This step may result teacher and students mimic each other gestures. It indicates that students have internalize the meaning of the instruction along with the gestures when the teacher utters it verbally. This step may employ various types of gestures based on the specific functions that it may serve.

5. Follow up the directions

After providing the students with the directions, teachers still need to closely monitor the students in order to know that the directions are being applied. Teacher places themselves in a position to observe and be observed. Orlich stated that if your students know you are watching how they behave and interact, you will prevent many problems.59 Walking around your classroom allows you to check on those students who may be having difficulty with the small group or individual seat-work and deter misbehaviour by proximity to students contemplating mischief. It is important to catch

Gesture in Lexically Focused L2 Instructional Conversations. The

study investigated The study investigated the mediational function of the gesture-speech interface in the instructional conversation that emerged as teachers attempted to explain the meaning of English words to their students in two EFL classrooms in the Ukraine. Its analytical framework is provided by Vygotsky’s

58

Colin J Smith and Robert Lasslett, Effective Classroom Management (London: Routledge, 1993), 31.

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sociocultural psychology and McNeill’s theory of gesture–speech synchronization, in particular his notion of catchment—recurrent gestural features that perform a cohesive function. Although the interactions between teachers and students were brief, lasting a mere one minute and fourteen seconds, they were pedagogically rich and remarkably informative regarding the role of gesture in classroom instructional conversations. The analyses suggest that the gesture–speech interface is a potent mediational tool through which students imagistically display details of their understandings of L2 word meanings that do not always emerge through the verbal medium alone. For their part, the teachers integrated gesture into their instructional talk as a way of remediating and improving student understandings. Finally, students signaled their modified understandings by appropriating and using the teachers’ gestures in their own expressive moves.60

Another similar research is done by Daniela Sime entitled

What do learners make of teachers’ gestures in the language

classroom? This study explored the gesture performance in EFL classroom, viewed mainly from the language learners’ perspective61. Findings indicate that learners generally believed that gestures and other non-verbal play a key role in language learning process. Learners identified three types of functions that gestures play in EFL classroom interaction: (i) cognitive, i.e., gestures which work as enhancers of the learning processes, (ii) emotional, i.e., gestures that function as reliable communicative devices of teachers’ emotions and attitudes and (iii) organisational, i.e., gestures which serve as tools of classroom management. The findings suggest that learners interpret teachers’ gestures in a functional manner and use these and other non-verbal messages and cues in their learning and social interaction with the teacher.

The third study is done by Susan Goldin-Meadow entitled

Beyond Words: The Importance of Gesture to Researchers and Learners.62 The study investigated that gesture might contribute to change through two mechanisms which are not mutually exclusive: (1) indirectly, by communicating unspoken aspects of the learners’

60_{Tetyana Smotrova and James P. Lantolf, The Function of Gesture ... 397.} 61_{Daniela Sime, What do learners make ... 212.}

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cognitive state to potential agents of change (parents, teachers, siblings, and friends); and (2) directly, by offering the learner a simpler way to express and explore ideas that may be difficult to think through in a verbal format, thus easing the learners’ cognitive burden. As a result, the next decade may well offer evidence of gesture’s dual potential as an illuminating tool for researchers and as a facilitator of cognitive growth for learners themselves.

The next research is done by Melda Coskun and Cengiz Acartürk entitled Gesture Production under Instructional Context: The Role of Mode of Instruction.63 The study aims at examining how communication mode influences the production of gestures under specific contextual environments. Twenty-four participants were asked to present a topic of their choice under three instructional settings: a blackboard, paper-and-pencil, and a tablet. Participants’ gestures were investigated in three groups: deictic gestures that point to entities, representational gestures that present picturable aspects of semantic content, and beat gestures that are speech-related rhythmic hand movements. The results indicated that gesture production of the participants was influenced by the mode of instruction (i.e., board, paper-and-pencil, tablet).

The fifth study was done by Autumn B. Hostetter and Martha W. Alibali entitled Visible Embodiment: Gestures as Simulated Action.64 The findings depicted gestures from an embodied perspective for two valuable reasons. First, for researchers interested in gesture’s roles in communication and cognition, the embodied approach can inform thinking about how gestures arise and how they represent the speaker’s active thoughts at the moment of speaking. Second, for researchers who wish to use gestures as evidence that thinking is embodied, their claims will be strengthened by an account of how gestures actually arise from embodied thinking. The GSA framework offers an account of how gestures make embodiment visible.

The next study comes from Khoirun Nisa Pesesa entitled Student Teachers’ Ability in Giving Instruction during Teaching

Learning Process of Practice Teaching at UIN Sunan Ampel

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Surabaya65. This study focused on analyzing student teachers’ ability in giving instruction and identifying the problem when they gave instruction. The result of the study showed that there are five steps used by student teacher in giving instruction. The steps are getting attention (step 1), delivering instruction in brief step (step 2), explaining expectation (step 3), restarting instruction (step 4) and following instruction (step 5). Besides, there are difference ways in applying those steps: type 1 (student teachers apply step 1, 2, 3, 4 and 5), type 2 (student teachers apply step 1, 2, 3 and 5) and type 3 (student teachers apply step 1, 2 and 3). Based on analysis result, 17% of student teachers used type 1 which applied step 1, 2, 3, 4 and 5, 37% of them used type 2 which applied step 1, 2, 3 and 5 and 46% of them used type 3 which applied step 1, 2 and 3. Then, student teachers’ problems in giving instruction are; 59% of student teachers stated that they got problem in getting student attention, then 41% stated that their problem faced in delivering instruction in brief step. Here, it can be concluded that not all student teachers applied the complete steps in giving instruction. Therefore, student teachers should improve their ability in giving well instruction through applying those steps.

The last study is from Ni’matul Illiyyun under the title Teacher’s Instructions Elements in English Outdoor Class at MA

Bilingual Krian.66 This study examined the English teacher’s instructions elements applied in activities especially in students’ working English outdoor class and the problems faced by English teacher in delivering the instructions in English outdoor class at MA Bilingual Krian. There are four problems faced by the teacher in delivering the instructions which are totally caused by the outdoor class condition. First, some students do not care of their teacher’s instruction but they look around the outdoor class. Second, the teacher is sometimes disturbed by the noise and the activities around the outdoor class. Third, teacher has to give the instructions loudly. The last, teacher spends much time to give the instruction in English outdoor class.

In general, the first and second previous researches commonly focused on the students’ view about the teacher’s

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CHAPTER III

RESEARCH METHOD

This chapter presents about the researcher’s step in conducting the study. The explanation consists of approach and research design and approach, research setting; including time and place of the study, data and sources of the data, research instruments, data collection technique, and data analysis technique, checking validity of findings, also research stages.

A. Research Design and Approach

This research will use qualitative descriptive to find out the result of research question. Ahmadi stated that qualitative method is used when the research aims to describe phenomena; and the data used are opinion (interview), behavior, and document which are not analyzed using statistical pattern.67

Qualitative researchers are more concerned with understanding situations and events from the viewpoint of the participants. Accordingly, the participants often tend to be directly involved in the research process itself.68 This study attempts to describe phenomena of conversational hand gestures used by student teachers to give instructions in their microteaching class.

Additionally, the study will use naturalistic approach in determining the data. Newman and Benz defined naturalistic approach as approach to observe and interpret reality with the purpose of developing a theory that will explain what was experienced69. This approach will emphasize the phenomenological basis of conversational gestures, and elaborate description of the "meaning" of those conversational gesture phenomena for the subjects under examination.

67

Rulam Ahmadi, Metodologi Penelitian Kualitatif (Yogyakarta: Ar-Ruz Media, 2014), 4. 68_{Jack R. Fraenkel and Norman E. Wallen,}_{How to Design and Evaluate Research in} Education (New York: McGraw-Hill, 2009), 15.

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B. Research Setting

This study will take place in English Teacher Education Department (ETED) of Sunan Ampel State Islamic University of Surabaya. It is located at Ahmad Yani Street, 117, Surabaya.

Additionally, the time of the research has been done in May 2017 as the microteaching class students are still undergoing the teaching practice. As the data that will be examined is secondary data, the researcher can analyze the data as soon as the thesis proposal appraisal had been done.

C. Data and Source of Data

1. Data

The data that will be used in this study is gestures which have been produced by student teachers in their microteaching class to convey instructions during teaching practice. The gestures is analyzed through direct observation and the video recording of teaching practice by using David McNeill theory. Besides that, student teachers’ utterances in questionnaire and interview also will be the main information to answer the research questions.

2. Source of Data

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D. Research Instruments

Data are required to undertake the findings of this study. Those data can be obtained by using these following instruments:

1. Main Instrument

In this research, the main instrument is of course the researcher. The researcher will collect the video of teaching practice through direct observation in their microteaching class. The gestures used by student teachers to give instruction during their teaching practice will be used as the data.

2. Instrument Tools

These particular tools are needed for collecting the data in this study:

a. Checklist

After the videos are collected, the student teachers’ work will be examined by the checklist. The checklist will be the types of gestures by David McNeill and Jim Scrivener. The checklist is also combined with the field note that researcher got during the observation.

Criteria for Integrating Gestures in Giving Instructions

1. Gestures act as an attention getter.

 Teacher’ gestures increase the time of students’ focus on the task

2. Gestures help to deliver the direction in brief steps.

 Teacher’s gestures nominate the next speaker, organize group work, assign roles to particular students, and indicate time for finishing the task.

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3. Gestures mediate to explain expectation (what students will produce and when).

 Teacher gestures aim to acknowledge the classroom activities.

4. Gestures help teacher and students restate the direction and expectation.

 Teacher and students often mimic each other’s gestures in their instructional interactions to restate the previously mentioned instruction.

 The teacher aligned with the student by mimicking his gesture as he was speaking and the two ended up gesturing synchronously as an indication of students’ catchment about the instruction.

5. Gestures help teacher follow up the instruction.

 Teacher monitors the students in order to know that the directions are being applied.

b. Interview Guidelines

As explained above, there might some possibilities occur in students’ teaching practices as gesture-speech interface can affect the instruction process. Interview will be the instruments in making sure about the possibilities. The questions of the interview might be different depend on the students and their videos regarding to the teaching practices done in their microteaching class.

c. Questionnaire

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related to the gestures used by the student teachers when they give instruction in microteaching class.

d. Recorder

The interview will be done orally. In interviewing the students, researcher will use recorder such as in mobile phone; in order to keep the data. As the result of the interview will be used as the main data in answering first research question, it is very important to make sure that the data will not be lost.

E. Data Collection Technique

According to Cresswell, there are variations on qualitative data collection such as observations, interviews and questionnaires, documents, and audiovisual materials.70

Table 3.1 Forms of Qualitative Data Collection by John W. Cresswell

Observations Fieldnotes and _drawings

Unstructured text data

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questionnaires responses to questions on questionnaires the type of data it yields, and a definition for that type of data. In this study, observations, interviews, questionnaires, and audiovisual materials are used in collecting the data. The researcher will do give questionnaires to the participant before doing the observations. The direct observations are done by the researcher which also give the researcher audiovisual materials from the video she recorded during the teaching practice. After that, the researcher will do interview in order to check the validity of the findings of the observation and videotapes.

Creswell further explained that qualitative research identifies the participants by purposeful sampling.71 In purposeful sampling, researchers intentionally select individuals and sites to learn or understand the central phenomenon. Fraenkel and Wallen identified at least nine types of purposive sampling. A typical sample is the most appropriate for this study because the sample is considered to be typical or representatives of what is being studied.72 In this study, the participant who can provide appropriate data related to the study is the student teachers who mediated their instructions with gestures. The data will be collected from student teachers’ recorded videos of their teaching performances in the microteaching class. The researcher will also copy the files recorded by the student teachers in order to have many angles of recording that are different from the researcher’s

71

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videotapes during the direct observations. Those will be used as the object of the analysis. The first data in this research will be obtained from the result of the analysis in which related to the theory as explained in chapter 2.

As some possibilities might be occurred in the student teachers’ teaching practice process, the researcher will interview them. Some particular questions based on the gesture-speech interface that might arise in their instructional conversation in teaching practice will be asked. The recorded conversation between the interviewer and the interviewees will be utilized as the data.

Furthermore, the researcher will copy questionnaire for the student teachers as to know their background in peer-teaching activities besides their microteaching class. The researcher can gain the information on how familiar they are with instructional gestures.

F. Data Analysis Technique

The researcher will analyze the collected data using descriptive qualitative method. The data will be obtained through audiovisual materials, interview and questionnaire. After collecting the videos, the researcher will analyze it by using the David McNeill theory of gestures. The method will try to analyze data by looking the common issue that recur and identify the main theme that summarize all the views which have collected73. Furthermore, the researcher will also discuss the result of the analysis with the lecturers who are more expert in English teaching field. The result will be visualized and described by using the following table.

According to Creswell, qualitative research data analyses are different; depend on the type of strategy used. It often uses a general procedure data analysis as this following figure74:

73_{Michael Quinn Patton and Michael Cochran,}_{Guide to Using Qualitative Research} Methodology (Medecins San Frontieres, 2002.

74

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Figure 3.1 Data Analysis in Qualitative Research adapted from Creswell

Interpreting the Meaning of Themes/Descriptions

Interrelating Themes/Description (Based on the theory in the

Literature Review)

Coding the Text for Themes/Descriptions to be used

in the Research Report

Organizing and Preparing Data for Analysis

Reading through all data Coding the Data