DISERTASI dan TESIS Program Pascasarjana UM, 2019

Ukuran Huruf:  Kecil  Sedang  Besar

Karakteristik Pointing dan Writing Gesture Disertai Tuturan Guru Dalam Struktur Pertukaran Percakapan Pembelajaran Matematika

RUHAMA MUSTAFA A.H

Abstrak


 

ABSTRACT

Ruhama, Mustafa A.H. 2019. The Characteristics of Pointing and Writing Gesture Accompanied by Teacher's Speech in the Structure of Mathematics Learning Conversation Exchange. Dissertation, Mathematics Education Study Program,  Faculty of Mathematics and Science, Universitas Negeri Malang. Advisors: (I) Prof. Dr. Cholis Sa’dijah, M.Pd., MA.,

(II) Dr. Abdur Rahman As’ari, M.Pd., MA., (III) Dr. Sisworo, M.Si

Keyword: Characteristics of Pointing and Writing Gesture, Teacher's Speech,

Structure of Mathematics Learning Conversation Exchange

This study aims to describe the characteristics of pointing and writing gesture accompanied by teacher's speech in the structure of mathematics learning conversation exchange. The subjects in this study were mathematics teachers at State Junior High School 2, State Junior High School 4 and State Junior High School 7 in Ternate City who qualified as Bachelor of Mathematics Education. The selection of research subjects was based on teacher considerations which gave rise to pointing and writing gestures accompanied by teacher's speech in the structure of mathematics learning conversation exchange. The research data collection is done by recording pointing and writing gesture accompanied by teacher's speech in mathematics learning using a handycam and an android handphone, observation sheet and interview. Interviews with teachers or students based on video recordings and observation sheets.

The results of the study found that there are three characteristics of pointing and writing gesture accompanied by teacher's speech in structure of mathematics learning conversation exchange, namely

(1) informative gesture,

(2) interrogative gesture, and

(3) reponsive gesture. Informative gesture can be described as follows:

(a) the structure pattern of conversation exchanges that occur in informative gesture is information-initiation-response-feedback and

(b) in the information phase, teacher uses pointing gesture followed by writing gesture or vice versa writing gesture followed by pointing gesture called combination gesture. Combination gesture is accompanied by an explanation of the teacher to focus students' attention so as to facilitate or help students understand mathematical material.

In the initiation phase, teacher asks questions to obtain student  responses. In the response phase, students respond verbally to the teacher's questions. This verbal response occurs because students immediately respond quickly to teacher questions and students already understand the material asked by the teacher. In the feedback phase, teacher justifies or confirms the answers or verbal responses of students by writing down answers or verbal responses on the board.

Interrogative gesture can be described as follows:

(a) the pattern of conversation exchange structures that occur in interrogative gesture are feedback initiations and (b) in the initiation phase, teacher uses pointing gestures with the fingers accompanied by asking questions called dependent gestures. Dependent gesture teacher to obtain student responses and focus student attention. In the response phase, students respond verbally to the teacher's questions. This verbal response occurs because students immediately respond quickly to teacher questions and students already understand the material asked by the teacher. In the feedback phase, teacher justifies or confirms the answers or verbal responses of students by writing down answers or verbal responses on the board.

Informative and responsive gesture similarity is the teacher using combination gesture, namely pointing gesture followed by writing gesture or vice versa writing gesture followed by gesture pointing. Informative and gesture responsive differences are at informative gesture, the teacher uses combination gesture accompanied by an explanation to focus student attention and facilitate or help students understand mathematical material in the information phase of Information-Initiation-Response-Feedback pattern while responsive gesture, the teacher uses combination gesture accompanied to justify or confirm and describe the material to focus student attention and facilitate or help students understand mathematical material in the feedback phase of Initiation-Response-Feedback pattern.

Reponsive gestures can be described as follows:

(a) the pattern of the exchange of conversations that occur in reponsive gesture is initiation-responses-feedback and

(b) in the initiation phase, teacher asks students to obtain student responses. In the response phase, students respond verbally to the teacher's questions. This verbal response occurs because students immediately respond quickly to teacher questions and students already understand the material asked by the teacher. In the feedback phase, teachers using pointing gestures followed by writing gesture or vice versa writing gesture followed by pointing gesture called combination gesture. Combination gesture is accompanied by the teacher’s justify or confirms and describing the answers or verbal responses of students on the board and focusing the attention of students so as to facilitate or help students understand mathematical material.