Pointing Gesture and Speech of Teachers in Mathematics Learning Accordingto Information, Initiation, and Feedback

Abstract

Abstrack. The purpose of this research is to describe the pointing gesture and teacher's speech SMPN 2 and SMPN 4 Ternate in learning mathematics accordingto information, initiation and feedback. Pointing gesture forms an integrated system with assertive and directive speech and contributes to mathematics learning. Information as an explanation in the conversation and example. Initiation in classroom conversation is a form of opening speech as a trigger/stimulus performed by the teacher with the aim of obtaining student responses. Feedback is teacher's comment on student response. The type of research is case study. In this research, case studies aimed at pointing gestureaccompanied by teacher's assertive speech in information, pointing gestureaccompanied by teacher's directive speech in initiation and pointing gesture accompanied by teacher's assertive in feedback. The result of this research are (1) pointing gesture accompanied by teacher's assertive speechin information, that is teacher giving explanation to student about concept or idea of mathematics in exchange structure of conversation of learning mathematics specially information, (2) pointing gesture accompanied by teacher's directive speech in initiation, that is the teacher asks the students questions about the concept or idea of mathematics in the structure of the exchange of conversation learning mathematics especially initiation and (3) pointing gesture accompanied by teacher's assertive speech in feedback, the teacher explains/elaborates concepts or mathematical ideas and affirming or justifies student answers.

Semiotics of mathematics problem-solving in Mason’s generalization

“…Gestures can be in the form of gestures either from the fingers, hands, arms, or other body parts that accompany spoken communication to emphasize and reduce the ambiguity of the information conveyed (Damayanti, 2018;Ibraheem & Khan, 2012). In this study, the type of gesture observed was the one developed by Alibali and Nathan (2012) and Ruhama et al (2018) which includes (1) pointing gesture, that is the motion of pointing to an object, subject, or place with fingers, writing tools, or other pointing tools; (2) representational gesture, that is a motion that represents objects, concepts, relations with the intention that can be understood by other people; and (3) writing gesture, that is a writing motion that occurs simultaneously with speech. The three types of gestures were chosen because, in the study process, the three gestures are easy to observe and suitable for analyzing the student generalization process.…”

Pointing Gesture dan Tuturan Guru pada Pola Inisiasi Respon Feedback dalam Pembelajaran Matematika

“…] (a), dan [5] (e). Guru menggunakan pointing gesture disertai pertanyaan untuk memperoleh jawaban atau respon siswa dalam pembelajaran matematika (Ruhama et al, 2018).…”

“…Dikatakan respon verbal karena siswa sudah mengetahui dengan mudah jawaban dari pengalaman dan pengetahuan yang diperoleh pada pembelajaran di sekolah sebelumnya (Ruhama, 2019).Terjadinya respon verbal siswa disebabkan juga siswa telah menggunakan pointing disertai tuturan untuk merespon jawaban siswa dan membantu pemahaman siswa (Alibali & Nathan, 2007). Guru menggunakan pointing gesture untuk membenarkan atau menegaskan dan menjabarkan jawaban siswa di papan tulis (Ruhama et al, 2018). Guru menggunakan pointing gesture danmembenarkanatau menegaskan jawaban siswa Mustafa A.H. Ruhama 1 , Marwia Tamrin Bakar 2 untuk memfokuskan perhatian siswa agar memudahkan siswa memahami materi matematika (Ruhama, 2019).…”

“…Penggunaan pointing gesture dan tuturan dalam pembelajaran matematika telah diteliti oleh Bjuland, et al(2008)dan Ruhama, et al (2018). Bjuland, et al(2008)menemukan bahwa pointinggesture disertai tuturan guru dalam percakapan membantu memfokuskan perhatian siswa pada materi koordinat Cartesius dan pointinggesture disertai tuturan guru memudahkan penjelasan materi koordinat Cartesius kepada siswa dalam percakapan pembelajaran.…”

Profil Pointing dan Representational Gesture Siswa dalam Menyelesaikan Soal Matematika Materi Fungsi Linear

“…Gesture dalam penelitian ini berfokus pada gerakan tangan atau alat yang digunakan untuk memunculkan ide dan pikiran. Menurut Ruhama et al, (2018) Gesture diklasifikasikan menjadi yaitu pointing gesture (gesture menunjuk), representational gesture (gesture representasi) dan writing gesture (gesture menulis). Penelitian ini hanya merujuk dua pengklasifikasian yaitu Pointing gesture dan Representational gesture.…”