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

• Published in: Journal of physics. Conference series Vol. 1028; no. 1; pp. 12151 - 12155
• Main Authors: Ruhama, Mustafa A H, Sa'dijah, Cholis, As'ari, Abdur Rahman, Sisworo
• Format: Journal Article
• Language: English
• Published: Bristol IOP Publishing 01.06.2018
• Subjects: Feedback; Learning; Mathematical analysis; Mathematics; Physics; Speech; Teachers
• ISSN: 1742-6588; 1742-6596
• DOI: 10.1088/1742-6596/1028/1/012151

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.