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A Background ... 1 .
B ResearchMethod ... 5 N
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A Reviewo fRelatedLtierature ... 01 .
1 TheI npu tHypothesis ... 0..1 .
2 ClassroomLanguage... 1....1 .
a Beginingt heLesson(PreAcitv tiy)... 11 .
b Runningt heLesson(MainAcitvtiy)... 2....1 .
c EndingtheLesson(Pos tAcitvtiy) ... 12 .
3 GivingInsrtuciton ... 31 .
4 De ifniiton so fGesture ... 15 .. .
5 HowGestures Affec tStudents’l earning... 16 .
a TheEffec to fGestures onShor tTermMemo irzaiton ri
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b TheEffec to fGesture sonMemo irzaiton
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B Findings... 17 .
1 Identfiyt heGesturesi ntheBeginningo fLesson... 18 .
2 IdentfiytheGesturesi nt heRunningo fLesson... 19 .
3 Identfiyt heGesturesi n theEndingo fLesson ... 91 .
4 Identfiyt heGesturesi nGivingI nsrtuciton ... 0..2 .
5 Identfiyt heTeacher’ sExpeirence ... 02 .
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d Repeaitngutterancest oensures tudents’
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1 I R E T P A H C
N O I T C U D O R T N I
h c i h w n i y d u t s e h t f o n o it a m r o f n i d n u o r g k c a b e h t s e d u l c n i r e t p a h c s i h T
e h
t researche rexplainst hei nvesitgated problem, t hei mpo tranceoft hestudyand
e h
t overviewoft hestudysrtategy .Thi schapte ralsoi nvolvest her esearchmethod
y d u t s e h t f
o .
.
A Background
e m o c e b s y a d a w o n h s il g n E g n i h c a e
T s popular .I tcan be seen t hrough t he
g n i h c a e t h s il g n
E in almos tal lschoo linsttiuiton .s Moreove,r some internaitona l
d r a d n a t
s school shavealso appiled Engilsh as t hemedium l anguagefort eaching
, a n a il u Y ( s e c n e i c s d n a , s e c n e i c s l a i c o s , s c it a m e h t a m s a h c u s s t c e j b u s s u o ir a v
. ) 3 0 0 2
g n i h c a e
T youngl earnersi sdfiferen tfromteachingadu tls (Yuilana ,2003) .
, a n a il u Y o t g n i d r o c c
A a researche r o f TEYL (Teaching Engilsh to Young
, y ti s r e v i n U a rt e P m o r f ) r e n r a e
L young-learne rteacher sneed to use interesitng
d o h t e
m s inordert omoitvatet heris tudentsi ns tudyingEngilsh .Thet eache rhast o
o h t e m g n i n r a e l e t a ir p o r p p a e h t h ti w l a e
d d becausechlidren havet hei rown nature
y ti li b
a (Moon ,2005).
g n i n r a e l n i s c it s ir e t c a r a h c d n a s e it il i b a l a r u t a n e m o s e v a h n e r d li h
C a
e s o h T . e g a u g n a l n g i e r o
f natura labiilite sareusing l anguagecreaitvely ,going fo r
i v a h , e g a u g n a l f o ’ s k n u h c ‘ g n i s u , g n i n a e
p l e h s c it s ir e t c a r a h c e s o h T . ) 5 0 0 2 , n o o M ( e m o h t a g n il e e f d n a , f f o s d a e h r i e h
t the
r e h c a e
t decidet hes u tiabletechnique tofaclitiatech lidrent ounderstandclassroom
e g a u g n a
l .Oneoft hecharacteirsitc stha thelp t he student sattach meaning t o t he
d e s u d r o
w i sgoingf o rmeaning(Moon ,2005 ,p.5).
s g n i n i a l p x e n i y ti li b a d o o g a e v a h n e r d li h
C omething( Moon ,2005) .Moon
t a h t s e t a t
s theuseo fcommunicaitongames ,drama ,projec twork,s torytelilng, and
e it i v it c a l a c it c a r
p si n t eaching ,al lallowchlidren t omakeuseoft hi sablitiyt o go
g n i n a e m r o
f (p.5 .)Fu trhermore ,Moonaddst ha tpracitca lacitv tiyi nvolve sgesture
o g s t n e d u t s p l e h o
t fo rmeaning .Goingf o rmeaning tisefli sanablitiy t oi nterpre t
. g n i h t e m o
s To help the students og fo rmeaning ,the teachers can use pictures ,
, s e r u t s e g , s n o i s s e r p x e l a i c a
f and many othe rways. In thi sresearch ,the wrtie r
s e s u c o
f on t eachingvocabulary using gesture sto help young l earners understand
e g a u g n a l m o o r s s a l c e h
t ,especially fo relementary schoo lstudents. Chodidjah ,
s s e c o r p g n i n r a e l e h t e k a m o t y ti v it c a d n a y t u d s a h r e h c a e t L Y E “ d e b ir c s e d
. g n it s e r e t n
i Some o fhe rsuggesiton si susing gestures ,body language and sign ,
n o i s s e r p x e l a i c a f d n
a (a sctiedi nSuyanto ,2007 ,p.33 .)
In thi sresearch, the researche rinrtoduces gesture a sa technique to help
e g a u g n a l m o o r s s a l c d n a t s r e d n u s t n e d u t
s fo rstudent swho have many d fiferen t
e h T . s e it il i b
a researcherwantsto presen tgestures ast heapprop iratetechnique ot
e g a u g n a l m o o r s s a l c d n a t s r e d n u s t n e d u t s p l e
h fort heyoungl earners.
e h
T researcherconducted t heresearch in ap irvate Elementary School i n
g n a l e g a
M .Theresearcherchosethiss choo last hes ampleoft her esearch ,because
n
ch lidrenatt hi sage( fris tgraders )stli ldependverymuchonconcreteexpeirences;
h c t a w , e r o l p x e , ll e m s , l e e f , e t s a t , h c u o t o t e v o l : s e i d o b e l o h w r i e h t h ti w n r a e l o
t —
g u o r h t t s e b g n i n r a e l ;r e d n o w d n
a h doing” (2009 ,p.3 .) Therefore, et h researche r
. h c r a e s e r e h t f o e l p m a s e h t s a r e d a r g t s ri f e h t e s o h c
h t e c n i
S isr esearchbelongst oqualtiaitver esearch,t het eacherf romwhom
e h
t researcherobtainisr egardeda saparitcipant .Based ont hebackgroundoft he
e h t , y d u t
s researcher proposed a problem a sthe following :“How doe sthe
e r u t s e g e s u t n a p i c it r a
p s to help student sunderstand the classroom language?”.
t s i y d u t s e h t f o e v it c e j b o e h
T o know the reason fo rusing cetrain gestures in
r e n r a e l g n u o y g n i h c a e
t s tohelps tudent sunderstandt heclassrooml anguage.
. e v a h n a c e w t a h t s ti f e n e b e m o s e r a e r e h
T T he resul to fthe research i s
d e t c e p x
e to b irng benefti sand advantage sfo rthe following people :( 1) the
f o r e h c a e t h s il g n
E the elementary schoo lobserved, (2 )the student s o fthi s
l o o h c s y r a t n e m e l
e ,(3 )and the future researchers .F or the Engilsh teachers ,the
r e h c a e
t s ea r expected to know the impo trance o fusing gesture sin teaching
h s il g n
E tohelps tudent sunderstandt heclassrooml anguage .Forthes tudent ,st hey
h g u o n e t n e d if n o c e r a y e h t e r o f e r e h t ; y r a l u b a c o v h s il g n E r i e h t e c n a h n e o t e l b a e r a
o
t develop thei rab litiy .Fo rthe future researchers ,thi sresearch i sexpected to
n e r e f e r l a n o it i d d a e h t d n if o t n o it u b ir t n o c e v i
g cei nt hes imliart opic.
h c r a e s e r s i h
T provide sthe use o fgestures to help studen tto go fo r
e h t , h c r a e s e r e h t ti m il o T . g n i n a e
m researche rfocuse son t heusing o fgesturest o
s r e d a r g t s ri f e h t p l e
h understandtheclassrooml anguage. Ther esearchwa sheldi n
l o o h c s y r a t n e m e l e e t a v ir p
e h T . a v a J l a rt n e C , g n a l e g a
M researcher chose thi sp irvate elementary school sa
e s u a c e b t c e j b u s h c r a e s e r e h
t thi selementary school i sone o ffavortieschool sin
l o o h c s s i h T . g n a l e g a
M ha smanyachievementsi n academicareao rnon-academic
. a e r
a Thi selementary school o tfen win ssome Engilsh compeititons ,such a s
.s t s e t n o c g n il l e t y r o t s d n a , s t s e t n o c h c e e p
s
h g u o h tl
A thi sschool i sa favortie schoo land ha sgood reputaiton in
d o n e v a h s r e h c a e t h s il g n E e h t t a h t n a e m t o n s e o d t i , h s il g n
E fiifculitesi nt eaching
e , h s il g n
E speciallytheteacherf ort hef ris tands econdgrades T . heEngilshteache r
, e r o f e r e h T . e g a u g n a l m o o r s s a l c e h t d n a t s r e d n u s t n e d u t s g n i p l e h n i y tl u c if fi d s a h
e h
t wrtier would conduc ta research abou tthe use o fgestures to help student s
e g a u g n a l m o o r s s a l c e h t d n a t s r e d n
u . The paritcipan to f the research was the
r e h c a e t h s il g n
E fo fris tgrader so fthiss chool2011/2012 .
e h t h g u o h tl
A students learn tEngilsh from the fris tgrade, bu tthey stli l
c if fi d e v a
h ulitesi n understanding t he classroom l anguage .Thu ,s i n t hi scaset he
r e h c r a e s e
r took only the student s o f the fris t grade , because the researcher
t a h t d e m u s s
a thefris tgradeist he basic of t hefollowing grades .Thefris tgrade
w sa chosenunde rconsideraitont ha ttheEngilshteache rwhot augh tEngilsht othe
e s u l li t s r e d a r g t s ri
f d gesture to help student sgo fo rmeaning to understand the
e g a u g n a l m o o r s s a l
c .
, s r e d a e r e h t f o n o it a t e r p r e t n i s i m d n a g n i d n a t s r e d n u s i m d i o v a o t r e d r o n I
e h
t researcher provide sthe de ifniiton o fterms .Gesture i sa form o fnon-verba l
m h c i h w n i n o it a c i n u m m o
c eaning i sconveyed using par to fthe body (Darwish
. ). d . n , n o i g e R d n
e r u t s e
g s in teaching i sa non-ilnguisitc mean stha tcan be used by learner sto
.s n w o d k a e r b n o it a c i n u m m o c e m o c r e v
o Howeve,r i n thi sstudy t heword gestures
n o it o m a o t r e f e
r o fthe body tha tcan be used by teacher sto help learner s
e g a u g n a l t e g r a t e h t d n a t s r e d n
u . Rixon (1999 )found t hat the deifniiton o fyoung
learnersr efert ochlidrenbetweent heage so fabou t5 year soldt o12year sold. In
r e n r a e l g n u o y , h c r a e s e r s i h
t s refer to the student s o f fris t graders in SD
. a ti n a k a r a
T Moon (2005) as sy thedeifniiton o fgoing fo rmeaning hererefers t o
n o it a u ti s a f o g n i n a e m r o e s n e s e h t g n it e r p r e t n i r o f t c n it s n i n
a .In t hi sresearch ,
l m o o r s s a l c g n i d n a t s r e d n u n i y ti li b a n e r d li h c s i g n i n a e m r o f g n i o g , s u h
t anguage .
e t a t s , ) 0 0 0 2 ( e s r e w u o
L s tha tclassroom l anguagei st hat t heco lleciton o fphrase s
, y d u t s s i h t n I . s t n e d u t s d n a r e h c a e t g n o m a n o it a c i n u m m o c r o f d e s
u the word
e g a u g n a l m o o r s s a l
c refers to phrase stha tare used fo rcommunicaiton in the
. e g a u g n a l t e g r a t e h t d n a t s r e d n u s t n e d u t s p l e h o t m o o r s s a l c
.
B ResearchMethod
e r u t s e g g n i s u n o s e s u c o f h c r a e s e r s i h
T s tohelpstudent sgof o rmeaningi n
a ti n a k a r a T D S n i s s a l c r e d a r g t s ri f e h t n i e g a u g n a l m o o r s s a l c e h t g n i d n a t s r e d n u
. g n a l e g a
M Thi sresearch did no tproduce staitsitc data ,therefore thi sresearch
. h c r a e s e r e v it a ti l a u q o t s g n o l e b
r a e s e r s i h t f o h c a o r p p a e h
T ch i scase study.According to Ary ,e tal. ,
) 0 1 0 2
( statet ha tcasestudyi sar esearchwhichf ocuse sonasingleuntit oprovide
n i n
a -depthdesc irp itont hati s irchandhoilsitc .Ary ,e tal. addt hes ingleuni ttisel f
, e ti s a , p u o r g a , l a u d i v i d n i n a e b n a
. n i t s e r e t n i r e h c r a e s e r e h t t a h t g n i h t e m o
s Thegoa lo facasestudyi st o arirvea ta
d e li a t e
d descirpiton and understanding oft he enttiy (2010 ,p .29) .The reseache r
f
o acase study research seekst o understand t hewholecasei nt het otaltiy oft he
, s n o it o m e , t n e m n o ri v n e e h t ,s n o it c a t s a p d n a s t n e s e r p e h t s e d u l c n i ,t n e m n o ri v n e
d e b o r p e b n a c s t h g u o h t d n
a (2010 ,p.468) .
o t g n i d r o c c
A Ary ,e tal. ( , 2010 )datai n a case study research may come
m o r
f mulitplesources o fdata collected overitme .Case study i sanchored i n rea l
. a n e m o n e h p f o s t n u o c c a d e li a t e d h c ir e d i v o r p n a c d n a e fi
l Ary ,e tal. ,(2010 )add
t a h
t a case study research data may be gathered via interviewing , tesitng ,
n o it a v r e s b
o , r eview o fdocuments ,persona lo rsocia latrfiacts ,and othe rmethod s
d e s u e b n a
c .
h c r a e s e r e h t r e w s n a o
T quesiton,t her esearche rusedi nsrtumentst ocollec t
d e s u r e h c r a e s e r e h T . a t a d e h
t t eh re insrtuments;t heyarevideot aping ,observaiton
g n ir e h t a g n I . w e i v r e t n i d n a , t e e h
s all t he data ,the researche rused video t ape t o
, s e it i v it c a m o o r s s a l c e h t e v r e s b
o observaiton shee tto help gathe rthe data ,and
. a t a d e h t e t e l p m o c o t w e i v r e t n i d e s u
.
1 Videotaping
e p a t o e d i v e h
T wa s used to record classroom acitviites . According to
l e k n e a r
F and Wallen (2008) ,“a majo rd fiifcutly in observing people i sthe fac t
o s e o g t a h
t n may be missed by the observer” .To overcome thi sobstacle ,the
.
2 Observa itons heet
s s e c o r p g n i n r a e l g n i v r e s b o n i e n il e d i u g e h t s a d e s u s a w t e e h s n o it a v r e s b o e h T
, n e ll a W d n a l e k n e a r
F (2008) .Through observaiton shee,t t he wrtie rcould know
h
w a thappened du irng the lesson .Therefore ,the wrtie rcould know teacher’ s
r u t s e
g eand studen ’t sbehavior .From theobservaiton shee tresearche ralso could
m e l b o r p e h t r e w s n
a formulaiton.
) k n a l B ( t e e h S n o it a v r e s b O . 1 . 1 e l b a T o
N Time Descirpitono fGesture Thepurpose Students’r esponse ..
.. ... ... ... ...
.
3 Interview
( n e ll a W d n a l e k n e a r F o t g n i d r o c c
A 2008) ,“theuseofi nterviewi stoobtain
n a c n o it p e c x e t n a tr o p m i n a , y ti li b a e v it i n g o c n a h t r e h t o s e l b a ir a v n o n o it a m r o f n i
r e h c r a e s e r e h T . ” y g o l o h c y s p e v it i n g o c d n a l a t n e m p o l e v e d f o d l e if e h t n i d n u o f e b
e h t f o s t n e d u t s e m o s d n a e d a r g t s ri f e h t f o r e h c a e t h s il g n E e h t r o f w e i v r e t n i d e s u
s n o it s e u q e h T . r e d a r g t s ri
f arerelated t ot heexpectaitono fusing gesturei n orde r
. g n i n a e m r o f g n i o g s t n e d u t s p l e h o t
r a e s e r e h t e c n i
S ch wa scase study, t hedataanalyzed fromt heobservaiton
, t e e h
s a nd interview . The researche r used three steps : organizing the data ,
, y r A ( g n it e r p r e t n i d n a , g n i z ir a m m u
s e tal. ,201 .0) Based no Ary ,e tal. ( , 2010)
d n a g n i z ir a il i m a f ; e r a y e h t , a t a d e v it a ti l a u q g n i z y l a n a n i s p e t s e e r h t e r a e r e h t
e t n i d n a , g n i c u d e r d n a g n i d o c , g n i z i n a g r
o rpreitngandr epresenitng.
s i p e t s t s ri f e h
T famiilairzing and organizing .The fris tstage i n analyzing
s i a t a d e v it a ti l a u
d e v e ir t e r y li s a e e b n a c a t a
d (Ary ,e tal, .2010) .I tmean sthe researcher should
a t a d e h t g n i d a e r e r d n a g n i d a e r h g u o r h t a t a d e h t h ti w r a il i m a f e m o c e
b fo ranalysi s
m it a b r e v w e i v r e t n i d n a o e d i v f o m r o f e h t n
i .
, y r A o t g n i d r o c c A . g n i c u d e r d n a g n i d o c s i p e t s d n o c e s e h
T e tal. ,(2010) ,
f s t p e c n o c g n i p o l e v e d t u o b a s i g n i d o
c rom the raw data .The mos t common
s i p e t s d ri h t e h T . r e tr o h s m e h t e k a m d n a a t a d e h t l l a d a e r o t s i h c a o r p p a
, y r A . g n it n e s e r p e r d n a g n it e r p r e t n
i e tal. ,(2010) ,add interpretaiton i sabou t
o it a n a l p x e n a g n i d i v o r p , y r o t s e h t g n il l e t , g n i n a e m e h t t u o g n i g n ir
b n , and
e r a a t a d e h t w o h o t s r e f e r fl e s ti n o it a t n e s e r p e R . s n o it a n a l p x e e l b i s u a l p g n i p o l e v e d
. d e t n e s e r p
r e tf
A the researcher collecte d the observaiton data from videotape ,
d n a , t e e h s n o it a v r e s b
o the researche rused interview to know et h teacher’ spoin t
i v f
o ew abou t the using o f gesture s to help student s go fo r meaning in
e h t g n i d n a t s r e d n
u classroom language .The researche robserved whateve rtha t
s s a l c e h t g n ir u d d e n e p p a
h . Theinterview wa sheld atfe rresearcherattended t wo
g n it e e
m s wtiht hes ame rteatmen tusinggesturei nt eachingEngilsh .
e r a e r e h t , h c r a e s e r e h t d e t c u d n o c r e h c r a e s e r e h t e r o f e
B seven steps tha t
should be done by the researcher. Frist ,the researche rasked permission to the
I B P f o n o s r e p r i a h
c (Pendidikan Bahasa Ingg irs) to conduc tresearch in SD
. a ti n a k a r a
T Second , the researche r me t and asked the headmaster o f SD
t c u d n o c o t r e d a r g t s ri f f o r e h c a e t e h t d n a a ti n a k a r a
T the research. Th rid ,the
r e h c r a e s e
r obtained thedatadu irng thel earning proces sby using video r ecorder.
o
z y l a n
a i ng thedata ,theresearcheri nterviewe dthet eachert o obtain et h addiitonal
. a t a
d Then researche r combined the data obtained via video recording and
w e i v r e t n
i inordert o ifndt hecompletedata.Finally,t heresearche rpresentedand
e h t d e t e r p r e t n
0 1
I I R E T P A H C
N O I S S U C S I D
e h t n i d e s u e r u t a r e ti l d e t a l e r e h t f o n o it a r o b a l e e h t s e d u l c n i r e t p a h c s i h T
h c r a e s e
r andt he ifnding sa swel last hei nterpretaitonoft he ifnding .s
.
A Reviewo fRelatedLtierature e
h t h c r a e s e r s i h t n
I researcherused severalt heo ire swhichr elated t ot her ole
. e g a u g n a l m o o r s s a l c n i e r u t s e g f
o
.
1 T heInpu tHypothesis
y l n o n i e g a u g n a l e ri u q c a s n a m u h t a h t s m i a l c s i e h t o p y h t u p n i e h
T oneway- by
g n i d n a t s r e d n
u ,o rby receiving ‘comprehensible input ’(Kr has en 1985 ,p.80) .
K sr ha enconcludestha tthemovementf romi ( ou rcurrentl evel ,)t o i+1 ,thenex t
g n i n i a t n o c t u p n i g n i d n a t s r e d n u y b , r e d r o l a r u t a n e h t g n o l a l e v e
l i+ 1 .Khrasen
s i e n o t a h t s y a
s ablet o understand languagecontainingunaqu riedgramma rwtih
K . n o it a m r o f n i c it s i u g n il a rt x e s e d u l c n i h c i h w , t x e t n o c f o p l e
h hrasen in Rod
s e u g r a ) 4 : p , 8 0 0 2
( tha ttha tal li sneeded fo rsuccessfu laquisiiton i smoitvaiton
’ t u p n i e l b i s n e h e r p m o c ‘ d n
a – inpu ttha ti smade easy to understand etihe rby
.s p o r p l a u t x e t n o c g n i s u y b r o t i g n i y il p m i s
+ i ( s i s e h t o p y h t u p n i e h
T 1 ) help sthe teache rin explaining a new
n o r e m a C o t g n i d r o c c A . e g a u g n a
l (2001),t herearemany othe rwayst o suppor ta
. s e c n e t n e s d n a s d r o w w e n f o g n i n a e m r o f h c r a e s s ’ d li h
c Cameron add smany
ti e g a u g n a
e r u t s e g r o s n o it c
a s ,and new tiems which can be explained through previously
. e g a u g n a l t n r a e l
.
2 ClassroomLanguage
u g n a l m o o r s s a l c , ) 0 0 0 2 ( e s r e w u o L o t g n i d r o c c
A age is the colleciton o f
d n a , e t a o M , s e h g u H . s t n e d u t s d n a r e h c a e t g n o m a n o it a c i n u m m o c r o f d e s u s e s a r h p
n e n i a k it a a
R (2007) ,catego irzeeverdayclassroomr ouitnei ntot hreepa trs ,namely
n o s s e l e h t g n i n i g e
b e( -pr acitvtiy) ,running t he l esson (main acitvtiy) ,and ending
n o s s e l e h
t (pos t acitvtiy) . Hughes , Moate and Raaitkainen also pu t giving
.l a it n e s s e m o o r s s a l c s a s n o it c u rt s n i
.
a Beginningt heLesson(Pre-Acitv tiy) ,s
e h g u H n o d e s a
B Moate ,and Raaitkaien( 2007 ,) t hebegi nn ingoft hel esson
o t d e s u t e g o t s t n e d u t s p l e h o t r e h c a e t r o f y ti n u tr o p p o g n it a v it o m d n a l a r u t a n a s i
e h t n i d e d u l c n i s t n i o p x i s e r a e r e h T . h s il g n E g n i n e t s
il beginingt hel esson,s uchas :
h t g n ir e t n
e e classroom ,everyday greeitng ,meeitng a new class ,taking register
ll a c
( i ngther ow) ,deailngwtihl ateness ,andgetitngdownt owork.
e h T . 1 . 2 e l b a
T Exampleo fB negi ningt heLesson n
o s s e l e h t g n i n i g e
B Examples
m o o r s s a l c e h t g n ir e t n
E x Le’t sgoi nside!
x Takeof fyou rcoa.t
x Comeands i tdown. g
n it e e r g y a d y r e v
E x Goodmorningeverybody
x Howareyout oday?
x Ihopeyoual lhadaniceweekend. s
s a l c w e n a g n it e e
M x Le tmei nrtoducemys el.f
x I’myou rnewEngilsht eache.r
x Ourl esson sareonMonday sandWednesday.s ll
a
C i ngther ow x Le’tss eei feveryone’ shere
x Who’ sabsent?
x Where’ sMaryt hi smorning? s
s e n e t a l h ti w g n il a e
D x You’rel ate.
x Tha’t sa lirgh.t
k r o w o t n w o d g n it t e
G x I’t sitmet os tar.t
x I’mwaiitngt os tar.t
.
b Runningt heLesson(MainAcitvtiy) d n a , e t a o M , s e h g u H o t g n i d r o c c
A Raaitkaien, t heshor tphrasest hat begin
d n e d n
a thesestage sarei mpo tran tbecauset hey give srtucture on thel esson and
n o g n i o g s i t a h w w o ll o f o t s t n e d u t s p l e
h (2007 ,p .7) .Runningt hel essoni sapatr
p l e h t a h
t s studentsr emembeirngt hei nsrtucitonand i tallowst eache rto i nrtoduce
. m r o f s e v it a r e tl
a Running lesson sdivided into ifve catego ires ,they are staritng
d n a , s s e r g o r p g n i k c e h c , s e it i v it c a g n i c n e u q e s ,r a e l c s g n i h t g n i k a m , w e n g n i h t e m o s
stopping .
n o s s e L e h t g n i n n u R f o s e l p m a x E e h T . 2 . 2 e l b a T n o s s e l e h t g n i n n u
R Examples
w e n g n i h t e m o s g n it r a t
S x Le’tss peakEngilsh
x Righ teveryone.
x Nowwel’ ldoanothe rexercise r
a e l c s g n i h t g n i k a
M x Youhave ifveminute .s
x I severythingclear?
x OK .Youcans tar.t s
e it i v it c a g n i c n e u q e
S x Frist ,havel ookatt het ex.t
x Nex,tr eadt hrought henewword .s
x Last ,rtyt odoexercise3. s
s e r g o r p g n i k c e h
C x Anyproblem?
x Whereareyouupt o?
x Wha’tst hematter? g
n i p p o t
S x OK ,everybody, .Tomoreminute.s
x Haveyou ifnished?
x Right .Tha’t senough.
.
c Endingt heLesson(Pos tAcitvtiy) e
h g u
H s ,Moate ,andRaaitkeien ,statethatt heendo ft hel essoncanbeused
e v it i s o p a m e h t e v i g d n a n o it a v it o m s ’t n e d u t s t s o o b o
t senset hatt hey havebeen
d e t a p i c it r a p y l e v it c
a in t he l esson and are making progres s(2007 ,p .11) .There
, e m it g n i k c e h C : s a h c u s , n o s s e l e h t g n i d n e s a d e d u l c n i s e ir o g e t a c x i s e r
g n ir a e l C d n a , e y b d o o g g n i y a S , t n e m e c n u o n n a g n i k a M , k r o w g n i p p o t S , k r o w e m o h
s s a l c e h
t (dispatchingt heclass).
l b a
T e2.3 .TheExample so fEndingt heLesson n
o s s e l e h t g n i d n
E Examples
e m it e h t g n i k c e h
C x Wha titmei sti?
x tIi sn’ titmet o ifnishyet
x Carryonwtihyou rbook. k
r o w e m o h g n it t e
S x Fo ryou rhomework ,please.
x Therewli lbeat es tont hi .s
x Dont’f orge tabou tyou rhomework. k
r o w g n i p p o t
S x I’t sitmet os top.
x Wel’ lifnishnex titme.
x Tha’t sallf ort oday s
t n e m e c n u o n n a g n i k a
M x Wai tamoment ,please!
x Ihaves omethingt ot el lyou.
x Nex titmewel’ lmeeti nr oom23. e
y b d o o g g n i y a
S x Goodbye ,everyone.
x Seeyoual lagainonThuesday.
x Haveaniceweekend. s
s a l c e h t g n ir a e l
C x Ou tyougo.
x Goou tquielty.
x Takeal lyourt hing swtihyou.
.
3 Giving Instruciton it c u rt s n i g n i v i
G on sbelong t o classroom essenita lpar.t Hughes ,Moateand
. n o it c u rt s n i g n i v i g n i s r e d r o e v i g n e i a k it a a
R Fris,ti ti si mpo trantt ohavestudents ’
y e h t t a h w d n a tr s e d n u y lr a e l c s t n e d u t s f I . n o it c u rt s n i g n i v i g e r o f e b n o it n e tt a l l u f
. y ti v it c a g n i n r a e l e h t n o s u c o f n a c y e h t , o d o t d e e
n Second ,asking student sto
t r e d r o n i l u f e s u n e tf o s i s n o it c u rt s n i e h t t a e p e
r o confrim at t h the student shave
. o d o t d e s o p p u s e r a y e h t t a h w d o o t s r e d n
u Thrid ,event hei nsrtuciton sareprovide
. y lf e ir b t s a e l t a , y ll a r o t i y a s o t e c n a tr o p m i s i ti , g n it ir w n i
n e i a k it a a R d n a e t a o M , s e h g u
H state giving i nsrtuciton can be deilvered t o
n i n e v i g e b n a c s n o it c u rt s n i g n i v i G . s y a w e m o
g n it s e u q e r y b , g n i d n a m m o
c o rasking ,andbysuggesitng.I nt het ablebelow t hey
t s e u q e r c i s a b d n a s d n a m m o c e l p m i s g n i v i g n o s u c o
f s.
4 . 2 e l b a
T .TheExample so fGivingI nstruciton t
s e u q e r d n a s d n a m m o c e l p m i S
e v it a r e p m
I x Opent hewindow!
x Closeyou rbook!
x Anna ,rtynumbe r2. t
s u
J x Jus trtyt henex tone.
x Justt urnt he ilght sof.f
x Justs i tdownandbequtie. o
D x Do ilsten.
x Do rtynott owrtiet oomuch o
t + e
B x Youaret oworki ngroup soff ou.r
x Youarenott ot alk.
x Youaret o ifnisht hi sof fa thome. t
s u
M x Youmus thavet hi sifnishedbyMonday.
x Yous houldwrtieyou rnameatt het op.
x I’ms orry ,bu tyouwli lhavet odot hi sagain t
s e u q e R
n o it a n o t n
I Teache rcanchange a command intoa reques tbyusinga n
o it a n o t n i g n i s ir w o l
:t s e u q e R : d n a m m o C
a t i y r
T gain. Tryi tagain? e
s a e l
P x Pleasepu tyou rpenci lplease.
x Maira ,comehere ,please.
d n a , e t a o M , s e h g u H o t g n i d r o c c
A Raaitkaien t het eache rhold saposiiton
s n o it c u rt s n i e h t ll a , e r o f e r e h T . m o o r s s a l c e h t n i y ri t o h t u a f
o , whethe rcommands ,
s n o it s e g g u s r o s t s e u q e
r iwl lcarryt hef orceo facommand .Suggesiton sandadvice
e l b a t g n i w o ll o f e h T . n o it a c i n u m m o c o t t n e m e g a r u o c n e d n a s u l u m it s a e b n a c
y a w t n e r e f fi d e m o s s e c u d o rt n
i s o fmakings uggesiton sandgivingadvice.
e c i v d A d n a s n o it s e g g u S g n i v i G f o e l p m a x e e h T . 5 . 2 e l b a T g n it s e g g u S
s ’t e
L x Le’t sifnishi tnex titme
x Le’t snotspendt ool ongont hi .s t
u o b
A x Howabou trtyingt ouset hes pellchecker?
x Wha taboutt hi sgroups taritng?
x Howabou tyou,l aura?Anyi deas? fi
t a h
W x Whati fwe rtyagoogeesrach?
t o n y h
W x Whydon’ tyoucomeands i there/
x W hyno tpu tyou rposte rhere?
t s e g g u
S Is uggest savingyou rworkeveryf ewminute .s t
s e g g u s d ’
I recheckingallt heanswer.s t
s e g g u s d l u o w
I no tworkingi ngroup .s t
s e g g u s I n a
C nots pendingt oomuch itmeonthis? )t
a h t( t s e g g u s
I youmakepirn tou to fyou rwork )t
a h t( t s e g g u s d ’
I wekeepi nt ouchbyemai.l )t
a h t( t s e g g u s I y a
M youmakeaback-upcopy )t
a h t( s i n o it s e g g u s y
M youworkt woeachcomputer n
o it s e g g u s y
M fo ryout o ifnishi tbeforebell g
n i s i v d A
a e d
I
might ani dea you toworkalone.
would agoodi dea everyone tos avet hei rwork.
t ’ n t h g i m t
I b e abetteri dea f or thi sgroup tohaveal eade.r
wouldnt’ abadi dea you tor eadt hei nsrtuciton.
might ani dea you workedalone.
would agoodi dea everyone s avedt hei rwork. . p u t i d e k o o l p u o r g s i h t f i a e d i r e tt e b a e b t’ n t h g i m t I
wouldn’ t abadi dea you r eadt hei nsrtucitons
ll e w s a
… x Youcanj us ta swel ldeletet hef lie
x Wemaya swellr ewindand rtyagain
x I twouldbej us ta swellt os aveyou rwork r
e tt e b d a
H x You’dbette rconcenrtatenow
x We’dbetters tatr ,hadn’ twe? r
e h t a r d l u o
W x Iwouldr athert ha tyout ired.
x I’dr athert ha tyoudidn’ tpirnti tal lou.t
.
4 Gesture o t g n i d r o c c
A Moon (2005) ,gesture referst o amoiton oft hehands ,head ,o r
. g n i k a e p s e li h w y ll a i c e p s e , n o it o m e r o a e d i n a e z i s a h p m e o t y d o
b tI i scommon
r i e h t t a h w d n a t s r e d n u s y a w l a t o n y a m m o o r s s a l c L F E n a n i s t n e d u t s t a h t e s n e s
t I . ) 6 0 0 2 , n o ir a M ( h s il g n E n i s n o it c e ri d n e v i g n e h w o d o t m e h t s t n a w r o t c u rt s n i
r e h t o n I . m o o r s s a l c L F E r o f n o it c u rt s n i e v i g o t r e h c a e t s p l e h e r u t s e g t a h t s n a e m
a s i e r u t s e g , d r o
w common way t hat i sused i n t eaching EFL classroom t o ease
s t n e d u t
s understand the insrtuciton from the teacher . I t i s commonly
d n a n o it n e tt a e r u t p a c ) s t n e d u t s r i e h t p l e h o
t make the lesson more dynamic
a s o s l a n o ir a M . ) 9 0 0 2 , n o ir a M
( y s tha tan effecitve EFL i nsrtucto rwli luse t hei r
. o d m e h t t n a w y e h t t a h w t u o b a n o it a m r o f n i l a n o it i d d a s t n e d u t s e v i g p l e h o t y d o b e h t n i e l o r t n a tr o p m i n a y a l p s e r u t s e g t a h t s e t a t s ) 8 0 0 2 ( h s i w r a
D classroom
h s i w r a D o t g n i d o c c A . s g n i d n a t s r e d n u s i m g n i d i o v a n i p l e h s e r u t s e G . e g a u g n a l . d e s u e g a u g n a l e h t f o g n i d n a t s r e d n u ’ s t n e d u t s d l o f a c s n a c s e r u t s e g s ’ r e h c a e
t Darn
s y a s o s l a h s i w r a D n i ) 5 0 0 2
( tha tgesturer educeunnecessary t eachert alking itme
. n o it a p i c it r a p s t n e d u t s e s a e r c n i d n a .
5 HowGestureAffect sStudents ’Learning .
a The Effec t o f Gesture s on Shor t Term Memoriza iton in t h Fe irs t Language( L1)
0 0 2 ( n o ir a M o t g n i d r o c c
A 5) , the use o fvisua lmodailite s (picture sand
t a h t s n a e m t I . k s a t l l a c e r e e r f a n i n o it a z ir o m e m m r e t t r o h s s e v o r p m i ) s e r u t s e g s e r u t s e g t a h t d i a s o s l a n o ir a M . n o it a z ir o m e m m r e t tr o h s ’ s t n e d u t s d e t c e f f a e r u t s e g r e h T . t a d e k o o l y l n o e r e w y e h t e c n i s y ti l a d o m l a u s i v e r e m a s a d e t c
a efore ,gesture
. y ti v it c a p u w o ll o f o n s i e r e h t fi s s e l e s u e b l li
w On t he othe rhand ,according t o
0 0 2 ( n o ir a M n i n e s i e r e y e
F 5 :)
“A sentence accompanied by a gesture i sbette rremembered etihe rbecause r u t s e g e h t( t c e f f e e v it c n it s i d a s e t u ti t s n o c e r u t s e g e h
t eadd ssomeparitculartiy
n o it a m r o f n i t n a c if i n g i s s y e v n o c e r u t s e g e h t e s u a c e b r o ) e c n e t n e s e h t o t o t d e d d a s i h c i h w y ti l a d o m l a u s i v a n i e c n e t n e s e h t f o g n i n a e m e h t o t d e t a l e r .) 6 . p ( n o it a m r o f n i l a b r e v e h t ” 0 0 2 ( n o ir a
M 5) ,in hi sstudy found tha tthe experimenta lgroup (group wa s
t a h t y r o e h t e h t s tr o p p u s t I . s p u o r g r e h t o o w t e h t n a h t r e tt e b y lt n a c if i n g i s d i d
. n o it a z ir o m e m m r e t tr o h s ’ s t n e d u t s s t c e f f a y ll a e r e r u t s e g
.
b T Ehe ffec to fGesture sonMemoriza itoni nA SecondLanguage( L2) Inhiss tudy ,Mairon( 2005 f ) indsthatt hes tudent spresentedwtihi llusrtaitve
t n e r e f fi d o w t s e r a p m o c t I . s r e h t o e h t n a h t s e c n e t n e s e r o m d e ll a c e r s e r u t s e g
t o t n e v i g s i t a h t t n e m t a e rt e h T . s p u o r
g he expeirmenta lgroup i sgiving sentence
y l n o p u o r g n o s ir a p m o c e h t r o f t n e m t a e rt e h t t u B . n o it a rt s u ll i e h t s a e r u t s e g d n a
t s o p e h t g n ir u d ) e r u t s e g ( m e h t w a
s -test .The resul tshow stha tthe expeirmenta l
a h t s w o h s t I . r e tt e b e c n e t n e s e h t e z ir o m e m d l u o c p u o r
g tgesture affect son the
.s r e n r a e l ) 2 L ( e g a u g n a l d n o c e s a n i n o it a z ir o m e m
.
B Findings
e h t ,t r a p s i h t n
I researcher would explain what t heresearcherhad obtained
e n o d d n
a du irng thi sresearch .The researcher rused the Inpu tHypothesi sby
s a n e h s a r
K thegrand theory .Kr has enstatesthatt heI npu tHypothesi sclaimst ha t
y b r o s e g a s s e m g n i d n a t s r e d n u y b , y a w e n o y l n o n i e g a u g n a l e ri u q c a s n a m u h
t u p n I e h t s e d u l c n o c n e h s a r K . ) 0 8 . p : 5 8 9 1 ( ’ t u p n i e l b i s n e h e r p m o c ‘ g n i v i e c e r
s i s e h t o p y
H a s“ i+1” , i‘ ’herer eferst ot hecurrentl eve land‘ +1 ’herer eferst ot he
. t x e t n o c g n i p l e
h Elil s(2008 )addst hat‘ comprehensiblei npu’t ,- inputt hati smade
.s p o r p l a u t x e t n o c g n i s u y b r o g n i y fi l p m i s y b r e h ti e d n a t s r e d n u o t y s a e
e h t , h c r a e s e r s i h t n
I researcher observed how the paritcip ant usegesture t o
a l c e h t d n a t s r e d n u s t n e d u t s p l e
h ssroom l anguage .A sstated by Kr has en i n Inpu t
, s i s e h t o p y
classroom l anguage .Cameron statest hatt here aremany othe rwayst o suppor ta
: 1 0 0 2 ( e r u t s e g e d u l c n i ,s e c n e t n e s d n a s d r o w w e n f o g n i n a e m e h t r o f h c r a e s s ’ d li h c
) 0 1 2 . p
s s a l c e h t g n ir u d , ) 7 0 0 2 ( n e n i a k it a a R d n a , e t a o M , s e h g u H o t g n i d r o c c A
. s e ir o g e t a c e e r h t o t n i s e n it u o r m o o r s s a l c y a d y r e v e e h t d e z ir o g e t a c y e h t , y ti v it c a
b e r a y e h
T eginingt hel esson e(Pr -acitvtiy),r unningt hel esson(mainacitvtiy) ,and
n o s s e l e h t g n i d n
e (pos tacitvtiy) .In thi sresearch ,the researcher wli lcatego irze
e l p m a x e e h
t s o fgestures tha ta re used by the teache rdu irng the observaiton to
s t n e d u t s p l e
h understandt heclassrooml angugei ntot hreecatego iress tated.
.
1 Beginningt heLesson(PreAcitvtiy) e
h t , n o it a v r e s b o e h t g n ir u
D researcherfoundsomegestures tha tareusedby
e h
t teache rto ease student sunderstand the classroom language .Those gesture s
d e z ir o g e t a c e b n a
c a spar to fbeginning the lesson .Those gesture swere done
e r o f e
b the teache rstart ed the classroom acitvtiy .Mos to fstudent sunderstood
t a h
w the teache rwa stalking about .The researcher ilsted some example so f
e r u t s e
g usedint hetablebelow.
. 2 e l b a
T 6 .TheExamples o fBeg nin ingt heLessonDonebytheTeacher s
e l p m a x
E Purpose
m o o r s s a l C e h t g n ir e t n
E x Teache raske d student sto d e r e t n e e r o f e b e n il a e k a m
.s s a l c e h t
x Teache raske d student sto .
n i e m o c
r e t n e s t n e d u t s t e L
m o o r s s a l c
