STUDENT TEACHERS’ A
BILITY IN GIVING INSTRUCTION
DURING TEACHING LEARNING PROCESS OF PRACTICE
TEACHING AT UIN SUNAN AMPEL SURABAYA
THESIS
Submitted in Fulfillment of The Requirement For the Degree of Sarjana Pendidikan
(S.Pd) in Teaching English
By :
Khoirun Nisa Pesesa
D75211067
ENGLISH TEACHER EDUCATION DEPARTMENT
FACULTY OF EDUCATION AND TEACHER TRAINING
SUNAN AMPEL STATE ISLAMIC UNIVERSITY
ABSTRACT
Pesesa, Khoirun Nisa. (2016).Student Teachers’ Ability in Giving Instruction during Teaching Learning Process of Practice Teaching at UIN Sunan Ampel
Surabaya. A Thesis. English Teacher and Education Department, Faculty of
Education and Teacher Training, Sunan Ampel State Islamic University Surabaya. Advisor: Dra. Irma Soraya, M.Pd and Hernik Farisia M.Pd.I.
Key Words: Giving instruction, Problem in giving instruction, Practice teaching
Giving instruction is the crucial thing in teaching learning process because it has significant influence on the students’ learning activities. The instruction should deliver in good steps to have effectiveness instruction that is clear and understandable. If instruction can be delivered well, it means that student teachers can manage classroom. Here, giving instruction become one of the point of teaching that student teachers apply in practice teaching. In this case, student teachers are expected to have understanding of the way in giving instruction. This study focuses on analyzing student teachers’ ability in giving instruction and identifying the problem when they gave instruction. This study used qualitative approach. There are 24 student teachers from two classes of practice teaching at Sunan Ampel State Islamic University who become the subject of this research. In addition, observation and interview are used as the techniques to achieve the aims of this study. The result of this study shows that there are five steps which 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
ABSTRAK
Peseesa, Khoirun Nisa. (2016). Student Teachers’ Ability in Giving Instruction during Teaching Learning Process of Practice Teaching at UIN Sunan Ampel
Surabaya. Program Study Bahasa Inggris, Fakultas Pendidikan dan Keguruan,
UIN Sunan Ampel Surabaya. Dosen Pembimbing: Dra. Irma Soraya, M.Pd and Hernik Farisia M.Pd.I.
Kata Kunci: Menyampaikan Instruksi, Kesulitan dalam Menyampaikan Instruksi,
Praktek Pengalaman Lapangan
D. Significance of The Study ... 7
E. Scope and Limit ... 9
F. Definition of Key Term ... 9
CHAPTER II : REVIEW OF RELATED LITERATURE A. Theoretical Framework ... 12
1. Instruction ... 12
2. Formulating Instruction ... 13
3. The Rules of Instruction ... 14
a. Simple ... 15
b. Logic ... 16
4. The Steps in Giving Instruction ... 16
a. Getting Students’ Attention ... 16
b. Delivering Instruction in Brief Step ... 18
c. Explain Expectation... 18
d. Restate the Instruction ... 19
e. Follow up the Instruction ... 19
5. Technique in Giving Instruction ... 20
a. Techniques giving instruction to lower-level classes ... 21
b. Techniques giving instruction to higher-level classes ... 22
CHAPTER II I : RESEARCH METHODS
A. Approach and Research Design ... 26
B. Research Presence ... 27
C. Research Location ... 28
D. Data and Source of Data ... 30
E. Data Collection Technique ... 31
F. Research Instruments ... 34
G. Data Analysis Technique ... 35
H. Checking Validity ... 37
I. Research Stages ... 38
CHAPTER IV : FINDINGS AND DISCUSSION A. Research Findings ... 40
1. Student Teacher’ Ability in Giving Instruction in Practice teaching 41
2. The Problems Faced by Student Teachers in Giving Instruction in Practice Teaching ... 58
B. Discussion ... 61
CHAPTER V : CONCLUSION A. Conclusion ... 73
B. Suggestion ... 75
CHAPTER I
INTRODUCTION
In the beginning of chapter, there are some points discussed. This chapter
consists of background of the study, research questions, objectives of the study,
significance of the study, scope and limit of the study, and the last is definition of
key terms. Each part will be discussed in this chapter.
A.Research Background
Teaching is main duty for teacher. To establish effective teaching, the
teacher requires abilities in teaching. According to Straker, there are three abilities
that should be mastered by teacher in teaching and learning process. They are
classroom management, teaching skill and subject knowledge.1 The teachers should pay attention the activities that are going to be conducted, the material,
tools to teach, knowledge, and also the students’ background knowledge. Before
teaching, teachers prepare lesson plan about what teacher will do in the classroom
and understand the students’ ability level in mastering English to make them more
passionate to learn the lesson. Therefore, the teachers who have these abilities are
called professional teacher.
1
David Straker, Three Teaching Ability,
2
As the vision to have professional, innovative and notable teachers, English
Teacher Education Department (ETED) conducts Practice Teaching (PPL). PPL
is divided in to two parts, they are practice teaching (PPL I) and internship
program (PPL II).2 The students of practice teaching are called student teachers. PPL 1 is the pre-program of PPL II which gave students some real of English
teaching learning. It gives student teachers’ an opportunity to experiment in
teaching before getting into the real classroom. It also provides experiences to
teach in the small group among their own friend which the time provided is only
20 minutes. Moreover, PPL II is the following step which requires student
teachers to teach the real students at the real formal school. It is commonly called
as real classroom teaching. For taking PPL II, students should pass PPL I. Thus,
PPL I becomes the background experience for the student teachers in teaching
learning process. Based on it, this study is focused on PPL I.
In practice teaching, student teachers need to have classroom management
ability to overcome the problems which is happened in classroom. So, in case
students do not understand how to do a particular activity, teachers have to modify
his/her instruction into simpler sentence. They may use gesture or directly
translate the instruction into L1. Regina also states, the effectiveness of classroom
2
3
management depends on the teachers’ roles.3
Based on Harmer, teacher has some
roles, such as controller, organizer, assessor, prompter, participant, resource, tutor,
and observer.4 All roles are aimed to facilitate the students’ progress in learning. One of the important roles is teacher as organizer who has authority to
organize students to do various activities. It involves giving the students
information, telling them how they are going to do the activity to do the activities,
putting them in pairs or group.5 If teachers do not give their instruction clearly, it will impact on the organization of the classroom and students may not get full
advantages from an activity. Therefore, teachers should plan the instruction that
will be taught to the student based on the subject matter, student, community and
the goal of curriculum.6
Teachers’ instruction is the way teachers talk to students, the manner in
which they interact is crucial to both successful learning and teaching.7 Instruction is small part of teaching but it has the significant influence in teaching
learning process. For instance, if the instruction is not explained clearly, students
will not understand what they are supposed to do and the activity will be wasted.
That is the point in education process that contains all the steps through which
interaction between the teacher and the students take place. Similar
3
Regina M. Oliver, Effective Management: Teacher Preparation and Professional Development
(Washington DC, 2007), 2.
4
Jeremy Harmer, “The Practice of English Language” (Longman: Longman Press, 2001), 56. 5Jeremy Harmer, “
The Practice of English Language”……….58. 6
Richard I. Arends, Learning to Teach (New York: Mc Graw Hill, 2007), 7th addition, 1. 7
Mohammed Rhalmi, Practical Teaching Tips for Giving Instructions
4
argumentation shows that instruction is the process of ensuring that classroom
lessons run smoothly despite of disruptive behavior by students.8 The term also refers to the prevention of disruptive behavior of students.
Delivering instruction is the crucial thing for the students who are receiving
their teachers’ message. Without clear instructions, students may become
confused, bored, may lose confidence, lose attention in lesson’s activities and
spending more time for telling and checking their understanding.9 Those
problems can obstruct students’ classroom activities. Its circumstances might be
the result of ineffectiveness instructions, specifically in terms of clear,
understandable and concise. The quality of instructions that delivered by the
teachers will impact directly on the students learning activities. To give
information to the students, the teacher has to give the clear and understandable
instructions in order that the students are not confused to do the activities. Hence,
the understanding of students based on the teacher.
Effective instruction decides the effectiveness of teachers teaching quality
and students learning. It is significant for teachers to know whether or not their
instructions are effective since instructions have always been the first thing to be
given by teachers in order to get students to start doing their parts.10 It means that
8
Regina M. Oliver, “Effective Management……… 3. 9
TESOL Trainer, Everything Teaching TESOL ( http://everythingteachingtesol.blogspot.com, accessed on January 20, 2015)
10
5
different teachers have different ways of instinctively giving instruction.
Teachers’ ways or skills of giving the instructions need to be emphasized in order
for them to get the students to pay attention, understand and most importantly,
demonstrate their understanding on the teachers’ instructions. If the teachers
deliver the instruction incomplete, as a result, not only the next activities will be
complicated but the other following material will also be complicated.
Observation and interview were conducted for preliminary research in
practice teaching class to show the condition and situation of class. Eight from
twelve student teachers still faced problem in giving instruction. The common
problem is delivering information in every stage orderly. Four from twelve
student teachers used Bahasa Indonesia in their instruction to make it easily. They
are still unaware how important of their instruction to the students’ learning.
Based on the reason above, giving instruction becomes the focus of the study,
since instruction becomes significant in learning process. Then, the student
teachers are the main subject of this study who has many mistakes in giving
instruction during teaching learning process.
Related with this research, there are some related previous studies that
discussed about teachers’ instruction. It is included the skill and technique. For
6
Instructions Elements in English Outdoor Class at MA Bilingual Krian”.11 Her
study examines 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. The other
previous study conducted by Zulaikha entitled “Students’ Perception on The
Effectiveness of Teachers’ Instruction in ESL Classroom”12
focused on the
effectiveness and ineffectiveness of teachers’ instruction that is based on the
students’ respond during the classroom activities. Based on the previous research,
most of the past researches were discussing about the effectiveness of teachers’
instruction in the classroom. Therefore, by choosing practice teaching as a subject
and analyzing the proses in giving instruction will be different with the previous
study. This study focuses on how the way student teachers give instruction in the
right step. It provides some problems that occur in delivering instruction to the
students at practice teaching class.
From the reason above, as student teachers, they should concern on their
performance in delivering lessons and they were always wondering whether the
students could understand the instructions or not during teaching practical. In
other word, student teachers’ ability in giving instruction need to be emphasized
11Ni’matul
Illiyyun, Bachelor Degree Thesis: “Teacher’s Instructions Elements in English Outdoor
Class at MA Bilingual Krian” (Surabaya: English Teacher Education Department, Faculty of Education and Teachers Training, Sunan Ampel State Islamic University, 2015), 48.
12
Anis Zulaikha, Bachelor Degree Thesis: “Students’ Perception on The Effectiveness of Teachers’
7
in order to get students pay attention and understand on teachers’ instruction
within practice teaching (PPL I). Hopefully, the result of this study will have
contribution for the student teachers in internship program to know how well
their ability in giving instruction during teaching learning process.
B.Research Questions
Based on the background of the study above, the research problem are
formulated as follows:
1. How is student teachers’ ability in giving instruction during teaching learning
process of practice teaching at UIN Sunan Ampel Surabaya?
2. What are problems faced by the student teachers in giving instruction during
teaching learning process of practice teaching at UIN Sunan Ampel Surabaya?
C. Objectives of The Study
Derived from formulated problem above the purpose of the study are;
1. To analyze student teachers’ ability in giving instruction for students during
teaching learning process of practice teaching at UIN Sunan Ampel
Surabaya.
2. To know the problem faced by student teachers in giving instruction during
teaching learning process of practice teaching at UIN Sunan Ampel Surabaya.
D. Significances of The Study
This research provides the description on the various significance of the
8
1. To the student teachers
This research helps the student teachers to have a deeper
understanding about the good way in giving instruction during teaching
learning process. The result can improve their quality in giving instruction.
That is way, their students will aunderstand the teachers’ instruction well.
Furthermore, they will not only find the good way in delivering instruction,
but also it can guide them in preparing practice teaching in the real classroom
activities.
2. To the lecturer
This research provides information about how well the students’
understanding about instruction that delivered in teaching learning process
and students’ problems in giving instruction. In that case, it provides
overview what lecturer should do to help the student in giving well
instruction.
3. To the future researcher
For the future researcher, this study is beneficial as the reference in
conducting the future research. In addition, the result of this study can
develop the research concerning with the class activities that has the problems
9
E. Scope and Limit of the Study
1. Scope of the study
This research concentrates on examining the steps of student teachers
in delivering effective instructions for being applied in practice teaching class
of English Teacher Education Department at UIN Sunan Ampel Surabaya. In
delivering the effective instructions, the teacher has to notice some ways.
Therefore, researcher focuses on the steps of giving instructions in each
activity, mainly in students work; individual work, pair work, and group
work. Further, the researcher aims to investigate the problems faced by
student teachers when they deliver the instructions in practice teaching.
2. Limit the study
This study limits the subject for sixth semester students who are
taking Practice Teaching class at English Teacher Education Department,
Faculty of Education and Teacher Training, UIN Sunan Ampel Surabaya.
F. Definition of Key Terms
Some important terms needed to be defined in order to avoid
misunderstanding. The definitions of the key terms which are used in the study
are presented as the following:
1. Student teachers
Student teacher is a college student pursuing a degree in education who
10
teacher.13 In this study student teachers refer to students who practice teaching in the small group. They are as a teacher candidate of English
teacher in the teaching learning process that required them to do micro
teaching into their follows.
2. Ability in giving instruction
According to Cambridge Advance Learner’s Dictionary, ability is the
physical or mental power or skill needed to do something. Instruction is
something that someone tells you to do.14 In this case, researcher focuses on
student teachers’ expertise in giving instruction. The process of giving
instruction in best step is the meaning of student teachers’ ability in giving
instruction.
3. Practice teaching class
Practice teaching class is part of PPL (Praktek Pengalaman
Lapangan) program in Faculty of Education and Teacher Training at UIN
Sunan Ampel Surabaya that train student to develop competence in teaching
practice.15 Practice teaching means the subject that created as a real classroom to practice teaching and learning process. This class covers the
13Free dictionary, “
Student Teacher” (http://www.thefreedictionary.com/student+teacher, accessed on June 12, 2015).
14 Cambridge Advance Learner’s Dictionary, 3rd
edition (Cambridge: Cambridge University Press, 2008), 215.
15
11
basic principle of teaching English to train student to be good teacher in
CHAPTER II
REVIEW OF RELATED LITERATURE
The second chapter focuses on presenting some theories concerning with this
research. In addition, it focuses on the studies that conducted in the past relating to
this study. This chapter discusses some literatures related to the student teachers’
instruction in the practice teaching.
A.Theoretical Framework 1. Instruction
According to Hanh, instruction is “the purposeful guidance of learning
process”.1 In other words, the instruction can be defined as the direction
which has its aim on the students’ learning procedure. Based on Cambridge
Advance Learner’s Dictionary, the term of instruction can be defined as
“something that someone tells you to do”.2 This means instruction is something that is informed by someone in order to be done. Other words that
can replace the term of instruction are direction and command. According to
Oxford Learner’s Pocket Dictionary, direction is “instructions about where to
go”.3 In this statement, the meaning of direction is focused on the teacher’s
1
Nguyen Thi Hien Hanh, A Study of Instructions for group Work in 2nd Year Non English Major Classroom at Thai Nguyen University (Vietnam, Hanoi University of Languages and International Studies Faculty of Post Graduate Studies, 2010), 6.
2Cambridge Advance Learner’s Dictionary, 3rd edn, (Cambridge: Cambridge University Press, 2008) 3
13
direction. Then, the statement “where to go” deals with the classroom
activities. In short, instruction can be defined as something that delivered to
students as a direction or guideline about what someone has to do.
2. Formulating Instruction
According to Meyer, criteria of good instructions are empirically based
characteristic of instruction, which have a high impact on the development of
students’ competencies.4 That is why teacher should give good instruction to the students to be understandable. In addition, Jeremy argued that instruction
must be keep as simple as possible and logical. The way teachers talk to
students become crucial when teacher gives instruction. It determines how
successfully teacher that is the way instructions formulated. Sometimes, it is
this point that distinguishes good teachers from bad ones.5 Scrivener supports it, “there are five steps toward better instruction”;
a. Teachers have to aware in giving instruction. It means that teacher should
have good preparation and doing practice before teaching in the classroom.
For instance, record ourselves, ask other to watch and give feedback.
b. Analyze the essential instruction beforehand. Some aspects that are included
in essential instruction are essential information as simple as possible, clear
language and sensible order. Those are refer to give instruction to students
4
Hilbert Meyer, Criteria of Good Instruction, Faculty for Education (Oldenburg University, 2006), 5. 5
14
by using short sentence that has appropriate language and deliver it in good
order. So, it will not confusing for the students.
c. In class, separate instruction clearly from their disturbances and make eye
contact to them. Clarify the meaning of instruction using gesture.
d. Demonstrate rather than explain wherever possible.
e. Check students understanding about what they have to do. Then, ask some
students to explain teachers’ instruction to measure that they have
understand in their duty.
Other argument also comes from Rhamli about the way to give better
instruction by giving some following questions6;
What is the important information I am trying to convey?
What must students know in order to complete the task successfully?
Which information do they need first?
Which come first?
What materials do students need to do the tasks?
Are they going to work individually, in pairs or in groups?
3. The rule of instruction
Teachers should notice the way to deliver the instructions to their
students. In delivering them, the teachers should consider the rules of them. It
6
Mohammed Rhalmi, Practical Teaching Tips for Giving Instructions
15
is better for the teachers to make sure if the students understand what will be
done. Considering this case, Harmer claims the rules of instructions are7: a. Simple
Telling the instructions to the students in long sentence will be
complicated. The students are difficult to grasp the main point of the
instructions and directly it will impact the students’ activities. The
instructions should be brief, use accessible vocabulary, proceed in a
step-by-step manner, and not skip any step-by-steps.8 The teacher should convey the instructions in a simple, concise, and understandable way. Similarly,
Mcleod, Fisher, and Hoover explain that with the simple instructions, the
students will easily work on the assignments.9 This means that students will have no trouble in doing the task from the teacher if the teacher gives
uncomplicated instructions to the students. When the teacher delivers the
instructions, the instructions delivered should only consist of one single
activity. Instructions should not include several actions because this will be
confuse the students.
7
Jeremy Harmer, How to Teach English (England: Pearson Education Limited, 2007), 37. 8
Carol Ann Tomlinson-Marcia B Imbeau, Leading and Managing a Differentiated Classroom
(Alexandria:ASCD, 2010), 123. 9
Joyce Mcleod, et.al., The Key Elements of Classroom Management, Managing Time, and Space
16
b. Logical
Also, in informing the instructions the teacher should give them in
logical way. Every instruction delivered should have the purpose on the
activity. In conclusion, to avoid misunderstanding toward the teacher’s
instruction, the teacher should be aware of the way in delivering the
instructions. When the teacher gives the instructions, it is better for the
teacher pays attention to the rule of instruction, which is simple and logical.
Instructions should be plain and rational.
4. The steps in giving the 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 steps to effective instructions for being applied to the classroom.
Those steps are10:
a. Step in giving instructions
1) Get the students’ attention
Getting the students’ attention is crucial when the teacher gives the
instructions. Bruhn and Crnobori state before delivering any lesson, it is
essential that the teacher secure attention prior to give instruction.11
Losing the students’ attention when delivering the instructions is wasting
10
Donald C Orlich. Al., Teaching Strategies: A Guide to Effective Instruction (Boston, Wadsworth Cengage Learning, 2010), 201.
11
17
times because the instructions delivered will not be noticed. Teacher to
get students’ attention can use some ways;
a) Clapping Hand: clap slowly twice and then clap fast three times.12 The students are stopped what they are doing and asked to repeat the
pattern. If clapping hand is necessary, it will do again until the
students are responded and quiet.
b) Changing the level and tone of voice: changing the level and tone of
voice will get the students’ time to pay attention. The very quiet
massage or instruction may have greater impact. It can make students
carious and want to tune in and listen more carefully to the teachers’
instruction.
c) Silent: silence also would lead to drop of someone interest and
engagement. When the teacher is silent, the students will think about
what the teacher does. Thus, the students will silent too because
student tent to mirror the teacher’s volume13
.
In addition, Scrivener adds some simple, effective ways to attract
attention when making an announcement14:
a) Say, „listen’
b) Tab the table three times loudly and clearly
12 Leah Davies, M.Ed., “25 ways to Obtain Children’s attention in a School Setting” (accessed on http://www.kellybear.com/TeacherArticles/TeacherTip54.html, 7th of October 2015)
13
Jim Scrivener, Classroom Management Technique (Cambridge: Cambridge University Press, 2012), 48.
14
18
c) Ring the bell (e.g. a hotel reception bell)
d) Turn a rains tick upside down (making the noise of falling rain!) e) Use any others noise-making device that you like
2) Deliver the directions in brief steps (both orally and writing)
When the teacher delivers the multiple instructions to the students, it
will be confusing for the students. Teachers are supposed to tell the
directions simply and briefly. Carol states that the instructions should be
brief, use accessible vocabulary, proceed in a step –by -step manner, and
not skip any steps.15 Therefore, giving instruction should be simple as possible. 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.
3) Explain expectation
Explain expectations is about what and when students will produce
from the activity. Orlich also states that explain expectations is about
what and when the students will produce from the activity.16 Stating the final aims of the task on the instructions is helpful to facilitate the
students’ understanding on the instructions. Teacher is able to have
15
Carol Ann Tomlinson-Marcia B Imbeau ……… 123. 16
19
expectation by eliciting. Eliciting is the technique of drawing thing from
the students by asking questions. The aim of eliciting is to draw
language, information, and ideas from the students, rather than telling
them everything.17 It leads to encourage thinking towards making discoveries for themselves.
4) Restate the directions
Check out one of the students until it is obvious that your
instructions are understood and being applied. Smith and Laslett explain
that checking is needed by the teacher that instructions have been grasped
by questioning one of the students to reiterate them18. Restating the instructions delivered by the teacher can help the students to understand
the instructions, whether the instructions are clear or unclear.
5) Follow up the instructions
1) Checking Students’ Understanding
After giving instruction, teacher should check the students’
understanding of teacher’s instruction. Checking students’
understanding is not enough with a question “Do you understand?”
because the commonly students’ answer is “Yes”. The better way to
check using question word19, for instance; “could you repeat my
17
Jim Scrivener, Classroom Management Technique……… 139
18
Colin J Smith – Robert Lasslett, Effective Classroom Management (London: Routledge, 1993), 31 19
20
instruction?” or “what should we do?. To know the students’
understanding, standing up, and looking at to the students’ activity are
also important.20 The teacher should stand in around 15 seconds to check up the students’ activity.
2) Problem Solving
If the students or one of them is getting a trouble, give them a
model for the resolution. Teacher also can use gesture to help
delivering instruction. Gesture adds crucial element to instruction that
can help reduce unhelpful and unclear teacher talk when giving delivering effective classroom instructions.22 In other words, technique can guide teachers to the activities well that has purpose to give effective classroom
instruction. The step towards giving instructions is to plan on how the teacher
20
George M Kapalka, 8 Steps to Classroom Management Success, A guide for Teacher of Challeging Student, (California: Corvine, 2009), 35.
21
Theodore S Rodgers, Approaches and Methods in Language Teaching (New York: Cambridge University Press,2003), 87.
22
21
is going to give the instructions. Scrivener also provided some techniques that
can teachers use in giving instruction.23 Those techniques decided in some types that appropriate to students level. It is also guide teachers to do the best
one in teaching and learning process for the students. In this section, the
researcher will take the technique randomly;
a. Techniques giving instruction to lower-level classes
1) Use grammar and vocabulary that is at students’ current level. To make
students understand what teachers’ say, teacher should use grammar and
vocabulary that appropriate with students’ level.
2) Use short sentences. The formulation of instruction should be short, easy
to understand and precise. In one sentence should put one instruction too
because it will help students to understand what they should do.
3) Speak a little more slowly and clearly. When delivering instruction,
teacher should speak more slowly and clearly than teacher normally do to
stress the instruction. That is why students will focus to the teacher’s
instruction.
4) Use gesture and facial expression. Each students have different capability
to understand about teacher’s instruction. To support instruction, teacher
can use gesture and expression because it is very helpful for the students.
23
22
b. Techniques giving instruction to higher-level classes
1) Use sentence headers. Giving instruction to higher-level classes is
different to the lover-level classes. The priority is that student
successfully understand about teacher’s instruction. Delivering
instruction in higher-level classes teacher uses sentence headers; „What I
want you to do is…. „; So what I am going to ask you to do is…’ those
sentences guide student to get the point of the instruction.
2) Use normal pronunciation feature of fluent connected speech; weak
forms, assimilation and elision.
3) Hesitation and filter chunk: um, er, I suppose.
B.Review of Previous Studies
Researcher found many previous studies related with this research. The first
is the study conducted by Anis Zulaikha. The title of her research is “Students’
Perception on the Effectiveness of Teachers’ Instruction in ESL Classroom”.24 This study focused on the effectiveness and ineffectiveness of teachers’
instruction that is based on the students’ respond during the classroom activities.
Zulaikha stated that there are three items of teachers’ instruction. They are
systematically, clarity and consistency. The results were based on three cycles of
action plans and it is discovered that the students’ perceptions show the
24
Anis Zulaikha, Bachelor Degree Thesis: “Students’ Perception on The Effectiveness of Teachers’
23
improvement on the effectiveness teacher’s instructions. These perceptions may
assist the teacher to justify and imply the suitable ways of giving the instructions
in classroom towards effective teaching and learning.
The second is taken from journal of English Language Teaching that
conducted by Badrul Hisham Ahmad under the title “Teachers’ Code-Switching
in Classroom Instructions for Low English Proficient Level”.25 This study found that learner perceived code switching as a positive strategy due to the variation it
has. There are significant relationship between teachers’ code-switching and
learner affective support and also teachers’ code-switching and learners’ learning
success. The result of this study is teachers’ code-switching is an effective
strategy when dealing with low English proficiency level.
The third research conducted by Ni’matul Illuyun under the title
“Teacher’s Instructions Elements in English Outdoor Class at MA Bilingual
Krian”.26 Her study examines the English teachers’ 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. To manage the class, teachers should notice some important
25
Badrul Hisham Achmad, “Teachers’ Code-Switching in Classroom Instruction for Low English Proficient Learner” (English Language Teaching, Vol 2, No 2, June 2009), 49.
26Ni’matul
Illiyyun, Bachelor Degree Thesis: “Teacher’s Instructions Elements in English Outdoor
24
techniques. One of those important techniques is delivering the instructions to the
students for organizing the class. As the instructors, teachers can manage the
classroom well if they can give the instructions to the students well. Although
both of studies focused on the instruction, but the differences the study was in
research problem and setting of the research.
The forth study belongs to Susana M Liruso entitled “Giving Oral
Instruction to ELF Young Learner”.27 This study focused on analyzing the various difficulties happen in delivering instruction to ELF young learner. She explained
detail about the problems occurred in the classroom. The various problem are
speech modification, no demonstration, no organization of pair or group and
deliver instruction. Those problems are commonly happen in the classroom of
ELF young learner. The similarity of the study are the topic while the differences
are the subject of the research.
From those previous studies, the researchers presented about instruction
that focused in the technique and the element of instruction, the effectiveness of
teachers’ instruction and also the use of code-switching when give instruction to
the low English proficiency level. The point that make different from my study
is the research problem and the subject of the study. The researcher wants to
analyze the student teachers’ ability in giving instruction step by step and also
27
Susana M Liruso – Elba Villanueva de Debat, Giving Oral Instructions to EFL Young Learners
25
the problem faced when they deliver their instruction in every stage in the
CHAPTER III
RESEARCH METHODOLOGY
In this chapter, the researcher explains the methodology used for this study.
This sections consists of some points, they are: (A) Approach and research design
(B) Researcher presence (C) Research location (D) Data and source of data (E) Data
collection technique (F) Research instruments (G) Data analysis technique (H)
Checking validity and (I) Research stage. Each point of this chapter was explained as
follows.
A.Approach and Research Design
For answering the research questions, the approach of this study was
qualitative because the aim of the research was to analyze data that the result
focused in descriptive. The aim of this research was to analyze the student
teacher’s ability in giving instructions in the right step at practice teaching class
and to know the problem faced by student teachers. According to Patton and
Cochran, qualitative research is characterized by its aim, which relates to
understanding some aspects of social life, and its method which (in general)
generate words, rather than numbers, as data for analysis.1
1
Michael Q Patton – Michael Cochran, A guide to Using Qualitative Research Methodology
27
This research used descriptive qualitative design. The procedure of qualitative
design is to know, describe, analyze, and interpret the phenomenon of groups.
This research focused on student teachers’ ability in giving a well instruction in
teaching practice. In line with Bogdan and Taylor cited by Moelang, state that
qualitative research is procedure that obtains descriptive data in written or spoken
from people and their behavior, which is being observed.2
In addition, there are some types of qualitative research. One of them is
participant observation qualitative research. Participant observation qualitative
research refers to qualitative studies that place the researchers in social settings
but do not have the broad purpose of capturing the cultural knowledge that
insiders use to make sense of those settings.3 Based on the definition, this study is included into participant observation qualitative research. In participant
observation study, the researcher focuses on investigating the specific point.
Because this study stresses on examining the particular purpose which is finding
out the student teacher’s ability in giving instructions at practice teaching class,
this study is stated as participant observation study.
B.Researcher Presence
Talking about the research instrument, in this study the researcher acted out
as the research instrument and data collector. This means the researcher herself
2
Lexy J. Moleong, Metodologi Penelitian Kualitatif(edisi revisi)” (Bandung: Remaja Rosdakarya, 2010), 35.
3
28
who did the observation and interview. The naturalistic observation was used
because the researcher did as participant observation without disturbing classroom
activities and the lecturer could do teaching and learning activity as usual. The
type of participant observation was passive participant. According to Stainback
cited in Sugiyono, passive participant means that the researcher is present at the
scene of actions but did not interact or participate.4
Doing this study, the researcher came to the Practice Teaching class for
observing, recording, interviewing about the teacher’s instructions and also
anything happened in the field. The interviewing dealing with the problem in
giving instruction was done outside the class. According to Yin, the researcher as
the research instrument is that the researcher directly observes, records, takes
notes of the actions, events, and conversations that occur in the field.5
C.Research Location and Subject
This study was held in English Teacher Education Department, Faculty of
Education and Teacher Training UIN Sunan Ampel Surabaya. The researcher
conducted this study for the students who took Practice Teaching (PPL I). There
are seven classes in PPL I. They are A, B, C, D, E, F and G that taught by three
different lecturers. Lecture 1 taught A, B and C class, lecture 2 taught D and E
class and lecture 3 taught F and G class.
4
Sugiyono, Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D (Bandung: Alfabeta, 2009), 312
5
29
In term of obtaining research subject, the researcher designed the sample of
the research purposively and chose the snowball sampling. Purposive sampling is
common sampling technique that is used in qualitative research.6 Creswell states that in purposive sampling, researchers intentionally select individuals and sites
whether they have rich information or not to learn or to understand the central
phenomenon.7 Then snowball sampling is the researcher may not know who the best informant is, but the researcher can accept the suggested informant from
other informant.8
After doing preliminary research, the researcher found some information
about student teachers’ step in giving instruction through observation and
interview. In observation, the researcher used “Teacher Analysis Rubric” by
Marshal to assess student teachers’ instruction (see appendix 1). The result
showed that there were eight from twelve students in two classes who had
problem in delivering instruction well although it was the second circle of practice
teaching. By doing interview to the student teachers, the researcher knew that
student teachers still had view understanding about the technique in giving
instruction well. They just knew the role of giving instruction that should be
6
Sugiyono, Statistika untuk Penelitian (Bandung: Alfabeta, 2010), 68. 7
John W Creswell. Educational Research: Planning, Conducting, Evaluating, Qualitative, Quantitative Research, 4th edition (Boston: Person Education, 2012), 204.
8
30
simple and clear. Therefore, the sample was collected from two classes, E and G
class which are twenty four student teachers.
D.Data and Source of Data
1. Types of Data
To answer the research questions, there are two kinds of data that have
been collected by the researcher; primary and secondary data. The detail
explanation would be explained below.
a. Primary data
The primary data of this study was data dealing with student teacher’s
ability in giving instructions in the right steps during teaching learning
process of practice teaching. Also, the researcher focused on examining the
problems faced by the student teachers when they delivered the instructions
in classroom. To get the data about the student teacher’s instructions and the
problems faced by the teacher in delivering the instructions in classroom,
the researcher has done observation and interviewing the student teachers.
The researcher determined that the English student teachers of practice
teaching class became the source of the targeted data.
b. Secondary Data
The secondary data was form of supporting data obtained that were
gotten from some sources, such as the document. It was the schedule of
31
2. Source of Data
The sources of both the primary and the secondary data are from student
teachers of practice teaching. The primary data were obtained from student
teachers of practice teaching class academic year 2015/2016 of English
Teacher Education Department. All the data were conducted by doing
observation in practice teaching class, interviewing student teachers about their
problems in delivering the instructions in classroom, and also recording the
activity dealing with their instructions in classroom through field note taking.
Then, the secondary data was obtained by document of the schedule of practice
teaching class and video recording of teaching learning process by student
teachers.
E.Data Collection Technique
For collecting the data, the researcher did a series of activities, they were
observing and interviewing. In line, Yin argues that the potential data collection
activities in doing qualitative research are observing, interviewing, collecting,
examining, and feeling. In short, the process of collecting data was specified
32
Table 3.1 Technique for Collecting Data
Technique
Research Question Observation Interview
1. How is student teachers’ ability in giving instruction during teaching learning process of practice teaching at UIN Sunan Ampel Surabaya?
-2. What are the problems faced by the student teachers in giving instruction during teaching learning process of
instructions at practice teaching class. Observation is firsthand information by
analyzing people and placed in rich site.9 The result of observation would be the primary data of this research. The researcher focused on the ability of
student teachers in giving instructions orderly when the student teachers gave
such kinds of instructions in some activities, such as group activities, pair
activities, and individual activities. The researcher also observed the forms of
instructions delivered by the teacher. The position of the researcher was a
passive observer. A passive observer is an observer who visits the sites and
records the activities that happen in teaching learning process. From this
9
33
process, the researcher knew how the way student teachers gave their
instruction.
2. Interview
Interview is one of general instrument that use in qualitative method. It
also the ways to investigate about what people have already known, their
experience, their narrative stories which are recorded on their mind.10 This research, interview was used by the researcher as a technique for collecting the
data. It dialed with the problems faced by the student teachers when they
delivered the instructions in classroom. The researcher emphasized on the
problems happened in each activities when the students did not grasp the
instructions well. According to Creswell, there are some types in open-ended
question; one-on-one interviews, focus group interviews and e-mail interview.
In case, this research used open-ended questions by doing one-on-one
interview. It was a data collection process which researcher explored the
information and made note to the one informant at that time. The interviewer
held interviewing in comfortable site to create warm atmosphere when student
teacher told what they knew and shared their experiences based on the topic
interview.
10
34
F. Research Instrument
In this study, some research instruments were applied for completing the data.
1. Observation checklist
In doing the observation, the researcher used the observation checklist as
the research instrument. The researcher used observation checklist which is
adapted from Marshall “ Teacher Evaluation Rubrics”11. The observation checklist consists of some criteria of delivery instruction in the right order the
organization, the procedure, the mode, the outcome, a strategy, and a cue.
Those points finally conclude the form of the instructions delivered by the
teacher in practice teaching class.
2. Interview guide
Fulfilling the study, the researcher structurally interviewed the student
teachers of practice teaching class. It purposed to find the argument and the
real information about the topic. The interview guidance provided some lists of
questions for getting the information about the problems faced by the student
teachers when they delivered the instructions in that class. The interview guide
was close-ended and open-ended question. In the process of interviewing, the
researcher recorded the conversation by using mobile phone and digital camera
equipped with a recorder.
11
35
G.Data Analysis Technique
Qualitative analysis is a process of reviewing, synthesizing, and interpreting
data to describe and explain the phenomena or social worlds being studied12. In this case, this study observed, collected, and gave the meaning to the data in
purpose of illustrating and clarifying the student teachers’ instructions in
classroom. In qualitative research, data analysis was conducted during the
researcher collected the data and data collection have been done. In the process of
observing, interviewing, and taking field note, the researcher analyzed the data
that have been collected.
The result of observation and interview which was gotten from student
teachers, showed the ability and the weakness of student teachers in giving
instruction orderly. In sort, the data obtain form observation and interview
obtained were analyzed through those following techniques.
1. Data reduction
As it is probably known that after collecting the data, the researcher gets
the excessive data. The data may consist of extensive field note, much
information of interview transcripts, or a lot of documents.13 This causes the researcher did this way. Data reduction is summarizing, selecting the main
12
Ellie Fossey, et.al, Understanding and Evaluating Qualitative Resaerch (Australian and New Zealand Journal of psychiatry.Vol. 36, 2002), 717-732
13
36
data, focusing on essential data, identifying themes and pattern and also
reducing useless data14. By doing data reduction, is clearly described, so this makes the researcher focuses on the main data, and then it makes easy the
researcher to do the next data collection. In this study, the researcher reduces
the data by summarizing and selecting the data collection from observation,
interview, and field note. By doing this, the researcher focuses on the main part
of the data which is the teachers’ instructions, the elements of instructions and
also the problems happened in the field related to the teachers’ instructions.
Finally, those data become the focus of data. In case of reducing the data, the
researcher coded the data as follows:
a. Categorizing the step in giving instruction; getting attention, delivering
instruction in brief step, explaining expectation, restating direction,
repeating the direction and checking understanding.
b. Categorizing the problem faced in giving instruction.
2. Data display
After doing data reduction, the next activity is displaying the data. A data
display is an organized, compressed assembly of information that allows
conclusion drawing an action.15 This means that displaying data involves the presentation of the qualitative data in ways which enables others to asses,
14
Sugiyono, Metode Penelitian Pendidikan… 338. 15
37
interpret and evaluate the interpretations and conclusions drawn by the
researcher.
In this study, the data is displayed in the form of narrative. Miles and
Huberman cited in Sugiyono states that the most frequent from data display for
qualitative research in the past has been narrative text16. The researcher displays the data by explaining and describing the data through narrative text.
3. Drawing conclusion /verification
The last step in qualitative data analysis was drawing conclusion or
verification. Conclusion drawing/verification involved the researcher in
interpretation, drawing meaning from displayed data. By doing this, the
researcher might answer the research questions of this study. Based on the data
have been presented, the researcher concluded and got the answer of problems
informulation.
H.Checking Validity
The researcher conducted the research to the student teachers of teaching
practice class of English Teacher Education Department to get the validity of the
finding. The data were examined by rubric that had been checked by the expert in
classroom management. In addition, the rubric had been adapted with the theory.
16
38
I. Research Stages
1. Preliminary Research
Preliminary research was done to know the information and the
situation of teaching practice class. The preliminary research had been done on
March 2015. It was helpful to analyze the student teachers’ instruction.
Furthermore, the researcher did library research for finding the theory
and the previous studies that had related topic with this research. That is way,
the steps should be done by the researcher because its importance.
2. Designing Investigation
In this study, the searcher focused in examining the step of giving
instruction that delivered by student teachers at practice teaching class. The
research used rubric that was adapted from “Teacher Evaluation Rubric” by
Kim Marshall. It had checked for ensuring validity.
3. Implementing Investigation
In term of examined the data, the researcher began to collect data of
student teachers on April 2015. The researcher asked their permission to join in
the class as passive observer and record their activities in the classroom. After
getting the data, the researcher examined their step in giving instruction using
the rubric. The result showed the ability of the student teachers in giving
39
4. Analyzing Data
After collecting data from observation and interview, the researcher
directly analyzing the data that have been collected to answer the research
question. It was explained detail in data analysis technique above.
5. Concluding Data
The last stage was focusing on the data conclusion. All the data that
have gotten were used to sum up and came to the finding. Then, the researcher
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
This chapter cover research finding and discussion about the students’ ability
in giving instruction. It is intended to answer the problem of the study. This study
includes the analysis of good step in giving instruction during teaching learning
process of practice teaching.
A. Research Finding
The research was conducted from 12th May – 23rd June 2015. The researcher had gained the data from E and G class. The number of student teachers from
those classes were 24 student teachers. The data was analyzed by using
instrument that have been explained in Chapter III: observation and interview.
Then, the researcher reports the result of the data based on the topic of research
problems. They were: 1) the ability of student teachers’ in giving instruction at
practice teaching class, 2) problems faced by student teachers in giving
instruction at practice teaching.
This research used coding for the result of the study based on the
classification. Coding used to make easy in organizing the data that is related to
the student teachers’ step in giving instruction. The result of research explained
41
1. The Result of Student Teachers’ Ability in Give Instruction during Teaching Learning Process of Practice Teaching
For the first research question about the student teachers’ ability in
giving instruction during teaching learning process of practice teaching, the
data had been collected through classroom observation. The step in giving
instruction had been analyzed during the teaching learning process. The
researcher had tabulated the data of the student teachers who did practice
teaching by categorizing it steps (see appendix 3). There are five steps in
giving instruction, as described bellows:
Table 4.1 Steps in Giving Instruction
Steps in Giving Instruction Description
Step 1 Getting attention
Step 2 Delivering instruction in brief step
Step 3 Explaining Expectation
Step 4 Restating instruction
Step 5 Following up the instruction
Based on the table above, the first step is getting attention, the second
step is delivering instruction in brief step, the third is explaining expectation,
the forth step is restating instruction and the fifth step is following up the
Then, the researcher displayed those data using percentage to make the
readers easily interpreting the data in chart below:
43
As seen in chart 4.1, the researcher found three ways in giving
instruction. Type 1 mean student teachers applied step 1, 2, 3, 4, 5. Then, type
2 mean student teachers apply step 1, 2, 3, and 5. The last, type 3 mean
student teachers apply step 1, 2 and 3. For the result, there were about 17%
student teachers using type 1. Then, student teachers who used type 2 were
37%. The biggest percentage was about 46% of student teachers who used
type 3.
a. Type 1
Based on table 4.1, there were 4 from 24 student teachers who included
in this classification. It means that these student teachers applied step 1, 2,
3, 4, and 5. Those steps: step 1 (getting students’ attention), step 2
(delivering instruction in brief step), step 3 (explaining expectation), step 4
(restating the instruction) and step 5 (following up the instruction).
Although, they gave instruction using step 1, 2, 3, 4, and 5, they also have
different in delivering it. For simplifying the result, the data and
explanation are represented below:
1) Step 1
Based on the observation, student teacher A1, A2, A3 and A4 got
students’ attention before they gave instruction to do the activity.
They had different ways to get students’ attention. The statement of
44
Table 4.3 The Result of Step 1
Student Teachers’ Code Way in applying step 1
A1 Hi… guys…
A2 Hello students…
A3 Hi students…
A4 Shhh! (finger at lips)
Student teachers A1, A2 and A3 got attention through cue in loud
voice. The other, getting attention used gesture; finger at lips (A4).
After the student teacher got attention, the students directly looked at
the student teacher and listened what she spoke.
2) Step 2
From the data observation, student teachers A1, A2, A3, and A4
could deliver their instruction in brief step. The data could be seen in
Table 4.4.
- The first group sit here and the second group sit over there
- Stand up and make a line
- I have picture on the white board
45
-Now, I have a picture
-Compare and identify the picture -Find the expression about prohibition -You have 2 minutes to do it
A4 - Prepare your pen and book
- This week, we will study about congratulation - I want to show you the video between two people - Find the example of congratulation
- Do it individually
Based on the table 4.3, student teachers organized their
instruction well. It also run simple, clear and brief. The language that
they used was appropriate in English form. Therefore, the students
understood what student teacher means in the instruction.
3) Step 3
Explaining expectation had been done by four student teachers
(A1, A2, A3, and A4). It means student teachers prospected what
students will produce and think about teacher’ instruction. Student
teachers explained what student must do in this activity clearly. The
detail explanation presents in table 4.5.
46
A4 Please listen the conversation both two people and write down the example of congratulation based on the video
4) Step 4
Restating means that student teachers recall their instruction.
Recall could help to check out whether the instruction is clear or
unclear. Student teachers A1, A2, A3, and A4 used this way when
they gave the instruction. They restated the point of their instruction.
In this stage, student teachers restated their expectation what students
had to do. The researcher presents the data in the table below:
Table 4.6 The Result of Step 4
Student Teachers’ Code
Way in applying step 4
A1 - Okay guys
- What will you do is write the vocabularies based on this picture
A2 - Please read it
A3 - Identify and compere this picture - Find the expression of prohibition A4 - Listen and watch the video
- Find the example of congratulation
5) Step 5
The data from classroom observation showed that student
47
Following up means that student teachers checked their students’
understanding about the instruction. The data presented in table 4.7.
Table 4.7 The Result of Step 5
Student Teachers’ Code
Way in applying step 5
A1 So, what should you do?
A2 What should you do?
A3 Okay, one of you please repeat my instruction
A4 Do you get it?
The result showed that there were some ways in checking
understanding; such as using WH question and yes/ no question.
Student teachers (A1 and A2) checked students’ understanding using
WH question. The example of WH question that was used by student
teachers’: “what should you do?”, In contrast, yes/ no question also
used by student teacher (A4). For instance, “do you get it?”
b. Type 2
There were nine student teachers from 24 student teachers who used
type 2 that applied step 1, 2, 3, and 5 when they gave instruction to their
students. It means that these student teachers did not give instruction in
