Teacher’s Problems in Giving Instruction
for Elementary Students of Bethany School
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Elisa Margaretha
112010021
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
2015
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Elisa Margaretha
112010021
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
Teacher’s Problems in Giving Instruction for Elementary Students of
Bethany School
Elisa Margaretha
Abstract
In the daily basis of classroom activities, teachers often encounter various kind of interactional troubles. One of the problems faced by the teacher in giving instructions, particularly in an International Standardized Elementary School (Sekolah Berstandar Internasional / SBI). The research question that this study tries to answer were : What problem did teacher in Bethany Elementary School encounter in giving classroom instructions? To answer these question, a descriptive method was used. The data of the study were collected from six classroom observations and an interview. The subject of the interview was an English teachers of first to third grader in Bethany Elementary School. From the data analysis revealed that instructional problems faced in the classroom interaction could be classified into three, first is problems faced by the teacher itself, second is problems in choosing the material, or problems that come from the students.
Key words : Teacher talk , type of teacher talk, the nature of young learner
INTRODUCTION
English as lingua franca means that English is not only used for communication, but it is
also used in the field of science and education. English is believed to be the key to survive
and succeed in the coming era, because English is taught in almost all Indonesian educational
institution. Considering this, present parents tend to think that it is better for children to learn
English as early as possible. For that reason, teachers as educators who teach the children the
foreign language and communicate with them everyday need to provide comprehensible
inputs. The success of a teacher in class can’t be separated from the way she or he talks in
front of the student, how often he/she use English as the medium of instruction in the
classroom when he/she explains the material, gives command, feedback, and encouragement
in students work. So, Mc Charty (1991) believes that : the effectiveness of classroom
interaction based on how the teachers can convey and deliver comprehensible input for the
students to facilitate them in learning process, and it is clear that by planning and preparing
(p.119) In other words, teacher-talk is a modified language that teacher use to convey and
deliver comprehensible input for students to facilitate them in their learning process.
The physical form of teacher talk is instructions. Instructions can be delivered in two
ways, oral and written forms. In giving oral instruction, the way of teacher talk play
important role. Debat & Maria (2003) insists that giving instruction means the students know
what is expected from them and it also enables the teacher to check whether the students
behavior is appropriate for the classroom situation (p.140). It suggests that giving instructions
require compatibility between the teachers’ intention and the students’ proper performance.
Maria and Debat (2003) point out some problems encountered by the teachers in
delivering oral classroom instructions to EFL young learners in Argentina. The researcher
obtained the data by observing a number of EFL primary classes with different subjects for
two academic years. The subjects of this research were English EFL teachers and elementary
students ranging from nine to eleven years old. In this study, the researcher used a list of
problems as a data collection instrument. From the observations, the researcher discovered
that speech modification was the main factor that contribute to the instructional problems
(28%). The second potential problem was no demonstration or modeling of the instruction
given (24%). The other problems listed, like no organization of pair/groups (16%). No
engagement of attention (12%), no checking understanding (12%), asking for clarification
before hearing whole instruction (8%), only took on small percentage, but they were still
taken into account.
This study is expected to find the problems that are listed in the theories above. It was
also expected to provide more reference for future studies on teachers problems in giving
instructions, especially that experienced by elementary school teachers. Elementary students
engage their attention. From that reasons, the writer hope that this study will be useful for
teachers to understand the common problems in giving instructions, so that they can avoid
them before teaching and also improve their quality of teaching learning process. This study
was conducted to answer this following research question “What problems faced by the
teachers of Elementary students of Bethany School in giving instructions?”
REVIEW OF LITERATURE
Teacher talk
Teacher talk is a special conversational discourse modified by teachers in order to
promote comprehensible and communicative classroom interaction (Lin, 2008). As a teacher
of young learner, it is necessary to find appropriate ways to deal with teacher-talk in order to
create a meaningful and effective classroom interaction. One of the teacher talks which can
be found in the language learning processes is instructing. When a task is assigned, well
planned instructing strategies are needed before sending the students to work on the task.
According to Linse (2006), it is necessary for teachers, especially for teachers of young
learners, to provide developmentally appropriate instruction in order to support the
classroom’s activities. In addition, Tweedie (2004) justifies that when young learners are able
to follow the instructions and complete a task successfully, it helps them to develop positive
behavior and get the task done more quickly. In other words, by giving appropriate
instruction, teachers are enable to create more convenient learning environment and get more
time to focus on their teaching (Linse, 2006).
Type of teacher talk
In his article, Cullen (1998) also mentions a number of teacher-talk characteristics that
teacher talk. In this type, the teachers using reference question where the teacher asks the
class a question to genuine communicative purpose, gives a content feedback by the teacher,
and applies the use of speech modification, hesitations, and rephrasing in his or her own talk.
The second type is non-communicative teacher talk, which means the teachers use display of
question exclusively, form-focused feedback in student’s contributios, and the teacher asks
many more questions than students do.
The Nature of Young Learner
The success of teaching and learning process can’t be seperated from the way of
teacher talk. It is necessary for teachers, especially teachers for young learner. How children
learn are active learners and thinkers. Children construct knowledge from actively interacting
with the physical environment in developmental stages. They learn through their own
individual actions and exploration. (Piaget, 1970). They also learn through social interaction.
Children construct knowledge through other people, through interaction with adults.
Adults/teachers work actively with children in the Zone of Proximal Development (ZPD).
ZPD is difference between the child's capacity to solve problems on his own and his capacity
to solve them with assistance. Vygotsky (1978 as cited in Hughes, 2009). Children learn
effectively through scaffolding by adults. The adult’s role is very important in a child’s
learning process. Like Vygotsky, Bruner (1983 as cited in Piaget 1970) shows how the adult
uses “scaffolding” to guide a child’s language learning through finely-tuned talk.
Most primary-grade children are still preoperational, and they learn best with concrete
experiences and immediate goals. New concepts and vocabulary are more meaningful when
presented as pairs of binary opposites. Children like to name objects, define words, and learn
about things in their own world., they also have vivid imaginations and respond well to
stories of fantasy. They need to know how to feel about something in order to learn it well.
skills, pronounciation, and intonation when they have a good model (Piaget, 2009). So, the
teacher have to give a clear instruction, so the students know what is expected from them and
it also enables the teacher to check whether the student’s performance is appropriate for the
classroom situation (Maria & Debat, 2003).
The problems faced by the teacher
It is true that explaining an activity in the target language is genuine communication,
but if teachers use it to the early level of students, they will find it difficult to understand
what the teacher is talking about, but there are some problems faced by the teacher when they
give an instruction in classroom by an expert (Debat, 2003). The first problem that might
come from the reacher is unplanned and unstructured oral classroom instructions. Some
teachers might consider giving instructions as trivial matter which could be done
spontaneously without any preparation. Nevertheless, this false assumption might hinder
them to be prepared and ready with developmentally appropriate instructions’ that would
facilitate the students to perform best in complying the classroom instructions (Linse, 2006).
The second problem is when the teacher is selecting appropriate language used as the
medium of instructions (Drowning, 2004). Many teachers frequently face difficulties to
choose in what language the classroom instruction would be best conveyed. They still
question whether class instruction would be effectively given in the student’s mother tongue
or in the target language). This issue still debatable among second language teachers.
Teachers tend to use expressions that resemble the first language discourse in order to make
the message more comprehensible for the students. Even so, this strategy might often reduce
the quality and correctness of the form. (Maria & Debat, 2003).
Formulating and organizing effective classroom instructions is the third problem. This
needed for a classroom activities. Complex instructions entails with long and specific
procedure (Swift, 2008). As a result, students tend to stop listening before the teacher
finished the instructions, the students have lost the preceding information given (Hughes,
2004).
The fourth problem is no demonstration or modeling of the instructions given.
Frequently, almost all teachers do not provide any demonstration or model for the
instructions given. They simply give the instructions through words, phrases, or sentences.
Maria & Debat (2003) debate that : young learners work the meaning, they interpret clues
provided by the context or situation more quickly than words. (p.143)
The last problem is not checking students understanding. Teachers do not checking
whether the instructions given have been understood by the students or not. Without it,
teachers will not know whether the students comprehen with what they have to do and
whether they are able to carry out the instructions given or not (Maria & Debat, 2003).
Problems from the students
The other problems occur in classroom learning process are not only from the
teacher’s instructions. But, it might also come from the students as participants of classroom
activities. Why the writer also need to mention the problems from the students? It’s because
the writer want to relate relationships between children’s characteristic and the problems they
might create while engage with classroom instructions. Considering the participants are
young learners who might create problems while engaging the classroom instructions by
students poor listening. When the teacher still instructing, young learners tend to easily lose
their attention and interest toward the instructions given (Weinstein, 2007). As a result, the
students would stop listening to the teachers. As a teacher, we might think that our
preoperational stage have not attained adequate “capacity to listen to and retain all of the
information in a long explanation” (Prusak, Vincent, & Pangrazi, 2005, p. 50).
The second problem from the student is the student’s misbehave while the instructing.
Young learners tend to have natural impulse to move. (Prusak, Vincent, & Pangrazi, 2005).
As the students, stop listening to the instructions given and being distracted by other things,
they will misuse it as a chance to misbehave (Debat, 2003). Some students might occupied by
their own stuffs around their table, talking with their friends next to them, refusing doing the
task, and many more. (Weinstein, 2007).
The last problem is mismatch between teachers instructions and the students
performances. Some students might be bewildered by what is being expected from them in
doing particular task. Some students do not listen carefully what they have to do in order,
they are afraid to ask the instruction directly. Moreover, some students might think that they
have understood the instructions, when they actually have not. (Swift, 2008). So, this kind of
problem called mismatch between the teacher’s instructions and the student’s activity. In
other words, there is no compatibility between what the teacher aims to and the intended
student’s activity.
THE STUDY
This study was a qualitative research. The aim was to explain about the teachers
problem in giving instructions for Elementary students of Bethany School. The data achieved
from classroom observation and teachers interview.
Context of the study
This study was conducted in SD Bethany, Salatiga, Central Java. This school implements
Standardized School (SBI). The subject will be an English teacher of Bethany School who
are responsible for first, second, and third grader. English is chosen as the primary instruction
given in this school in which the writer could analyze what instruction problems they face.
Participants of the study
The participants of this research were three English teachers in Bethany Elementary
School in Salatiga who teach first, second and third grade Elementary students (age six to
nine years old). The writer chose these teachers as the subjects of research, because the
teacher’s role is very important in a child’s learning process. So, the writer wanted to see how
the teachers guide a child’s language learning through finely-tuned talk. (Bruner 1983 as
cited in Piaget 1970). So, the writer expected to learn about how these teachers could deliver
their instructions well and what problems occurred when they did it.
Instrument of Data Collection
This study used two kinds of instruments to collect the data namely the transcript of
classroom observation and interview. The writer used classroom observation as instrument to
identify what probems in giving instructions faced by the teacher in classrom learning
process. Observation was selected since it enabled the writer to collect the data of specific
actions or detailed description based on the real context (Best & Kahn, 2003). The
observations conducted at least six times in order to get clear depiction of the instructional
problems faced and and how the teachers overcome it in the real classroom situation. Each
observation takes 60 minutes of teaching. The data were collected by recording the teacher
talk in the teaching learning processes. Moreover, the writer noted the instructional problems
she find. The next instrument is interview. An interview was used to gather information based
on the teacher’s experiences and knowledge, and also including the teacher’s opinion.
situation based on the teacher’s perspectives. The interview used a set of questions for
semi-structured interview. The interview is recorded by using phone recorder and conduct in
Indonesian to ensure the clarity.
Procedure of Data Collection
Before collecting data, the research would conduct preliminary research in the form of
classroom observation to make sure that the teacher really use English as the main language
in teaching or not. After that, the data gathering was done by : first, the writer asked for the
permission from the target school. Second, the classroom observation were conducted at least
six times by using phone recording and taking note as the data collection instrument. The
third step is prepared the interview to validate the observations and to get more information
from the teacher. The next step is transcribed the recording and interview results by using
pseudonym for the teacher’s name and real name for students name. After that, the writer
analyzed all the observation results and the interview. The last procedure is wrote the report
of the instructional problems occur in giving instructions.
Procedure of Data Analysis
After doing all observations and interview, the writer transcribed the recorded data, in
order to analyze the qualitative data, the writer collects and compares the observation results
based on the data achieved from the note. The writer used clean transcription to identify the
problems in giving instruction. After transcribed, the writer also analyze the result of the
interview based on the teachers perception through open-ended interview. Based on teacher’s
DISCUSSION AND INTERPRETATION
This chapter discusses the result of the data analysis. After doing some observations
and an interview, the writer could identify the problems faced by an English teachers of
Bethany Elementary School in giving classroom instructions. According to the data collected
by the writer, the writer could identify two main sources of the problems. The source of the
problems comes from teachers’ delivery method and students understanding of the
instructions.
1. TEACHER’S DELIVERY METHOD
In this part, the writer found some problems that come from teachers method in telling
the instructions to the students. The problems are, complex long instructions, inappropriate
word choices, and not checking students’ understanding.
1.1. Complex Long Instructions
This was the most common problem that occurred regularly during the writer’s
observations. Teacher tended to give very long and complicated instructions which made
students hard to understand them easily.
The first case happened in the teaching learning process of the first grade. Miss I
preferred gave a very long instructions in a fast space, without any pauses directly. For
example : “Work with your mates who sit next to you and ask what’s your name and try to
spell your friends name also!”.
As a result, the students were having hard time to understand and execute what
teacher asked them to do. It could be seen clearly from their reaction which was only sat and
Different situation happened in the second grade. The teacher Miss L also gave long
instruction, but she did it step by step to make sure that all of the students followed the
instructions well. For example, she said : “Please openwork book page 9 only.
After all students finished the first instruction, she continued with, “ Before you
answer, please read the passage and after that answer by circling inside the brackets!”. She
took three minutes of pauses after that instruction for the students to read the passage
carefully. Next, she repeated the instruction : “Read carefully, before you answer the
question!”. Then, she invited all students to read the passage together, so the students could
do what she wanted properly. The same situation happened in grade three, Miss E did the
same method as Miss L. As a result, most of the students could follow the teaching learning
process well, even if there was still little problem in students understanding. For example :
when Miss E asked them to make a group. Two students could not comprehend it well. In the
end, she solved the problem by putting them in different group by herself.
Based on the results above, the writer finds out one similar problem that happens to
all teachers. All of them have the same habit to give complex instructions entails with long
and specific procedure (Swift, 2008). As a result, students tend to stop listening before the
teacher finished the instructions. (Hughes, 2004). This condition forces them to always repeat
what they say in order to achieve students understanding.
1.2. Inappropriate word choices
Word choices are also the problem encountered by teacher in giving instruction for
the students in their teaching learning process. In the second grade, Miss L give the
instruction “Please open work book page 9. Before you answer, please read the passage and
after that answer by circle inside that brackets. I’ll give you three minutes to read and after
book page 9” only. After the next instruction, the students couldn’t understand every word
that the teacher said. It could be seen clearly from their reaction which was only quiet and do
nothing after the instruction finished. As a result, Miss L had to repeat the same instruction
(Please read carefully before you answer the question!) You can get the answer from the
passage). In the end, she decided to read the passage together. So, the student could
understand what they needed to do.
The same problem also happened in the third grade when Miss E gave instruction,
“Send one representative of your group for each groups!”, there was no response from the
students. As a result, she had to go around the class and take the representative of each group
by herself.
Both of the situation, showed teachers difficulties in selecting appropriate language
used as the medium of instructions (Drowning, 2004). Because the student couldn’t
understand the words they said, they had to use expressions that resemble the first language
discourse in order to make the message more comprehensible for the students. Even so, this
strategy might often reduce the quality and correctness of the form. (Maria & Debat, 2003).
1.3. Not checking students’ understanding
Checking students’ understanding was also a common problem that happened in the
teaching learning process. In the first grade, Miss I told the students, “Try to spell your
friends name!”. After the instruction, miss I only sat on her chair and didn’t go around to see
whether the students really did it or not. Some of the students did it seriously and the others
were only joking, laughing, and mumbling with their friends. In the end, she just chose three
groups to practice in front of the class and the rest of the students didn’t have the chance to
The same case happened in the second grade, Miss L asked the students to do the
assignment in their book about time in the clock. However, she didn’t emphasize that the
time had to be written with words, so the students only wrote the time in number. As the
consequences she told the students to erase all of their answers, because it was written in
numbers. She repeated her instruction again for the students to rewrite the answer with words.
These situations above are the representation of Maria & Debat (2003) theory, which
stated that teachers do not check whether the instructions given have been understood by the
students or not. So, teachers don’t know whether the students comprehen with what they have
to do and whether they are able to carry out the instructions given or not. As the result, miss
understanding between teacher and students occurs during the teaching learning process.
2. STUDENTS’ PROBLEM
In this part, the writer will discuss about the problem comes from the students that prevent
them from understanding teacher’s instructions effectively. From the observations the writer
found three main problems. They were student’s lack of listening skill, student’s misbehave
while the instructing, and mismatch between teachers instructions and the students
performances.
2.1. Student’s lack of listening skill
Students’ inability in listening teachers English instructions is one of the crucial factor
that can obstruct the effectiveness of teaching learning process. This could be seen clearly
during the writer’s observations. In the first grade, student named Abel couldn’t understand
what Miss I said. As a consequence, he had to come forward to ask her about what he needed
to do. Teacher had to pause the teaching process to help him and the class lose their focus
them. Only after the teacher finished the explanation to Abel could she regain students
attention again.
In the second grade there was a case where a student named Kezia couldn’t listen to
teachers explanation at all. She was left behind with her friends, so the teacher instructed her
to copy the answers from her peer.
The situation that is exhibited above showed the condition where children in
preoperational stage have not attained adequate “capacity to listen to and retain all of the
information in a long explanation (Prusak, Vincent, & Pangrazi, 2005, p. 50).
2.2. Students misbehave while teachers gave instructions
It has been stated in the chapter 2 that as students stop listening to the instructions
given and being distracted by other things, they will misuse it as a chance to misbehave
(Debat, 2003). This situation also happened during the teaching learning process in Miss I,
Miss L, and Miss E classes. In Miss I class, the case happened when the students watched the
video with songs. The teacher actual meaning was for the students to spell ABC correctly.
However, because of the song played within the video, students were distracted by it and
started singing the song. They forgot to learn the spelling which was the main thing. They
also used the animal pictures in the spelling video to talk about their experiences in the zoo.
This situation forced the teacher to asked them to stop singing and pay attention on the
spelling first. In the other event, when Miss I didn’t pay attention to them in spelling activity
they used the chance to joke around, laughing, and mumbling with their friends. This
In Miss L’s class a student named Kezia played with her pencil case during the
teacher’s explanation. The teacher had to remind her about her attitude by saying “Kezia,
could you close your pencil case and stop playing?”. So, she could regain her attention.
In Miss E’s class Haikal was shy to read in English, so he invited his friends to play
with their chairs and created some noises. As the precaution to stop their misbehave she said :
“Be quiet and listen to me please!” and they stopped playing the chairs.
These examples above show that young learners tend to easily lose their attention and
interest toward the instructions given, when the teacher still instructing. (Weinstein, 2007).
As the students, stop listening to the instructions given and being distracted by other things,
they will misuse it as a chance to misbehave (Debat, 2003). As the outcome, some students
might occupied by their own stuffs around their table, talking with their friends next to them,
refusing doing the task, and many more. (Weinstein, 2007).
2.3. Mismatch between teachers instructions and the students performances
In this part, the writer found out that the mismatch between teachers expectation and
students interpretation happened because of two factors, they were the carelessness of the
students and the thought that they did the instruction correctly, however they were wrong.
The first case (student carelessness) happened in Miss I and Miss E classes. In Miss I
class, she had given the clear instruction for the students to fill in the blanks with vocal letter
from the box. They should put one or two letter for each question. However, because they
didn’t listen carefully, they wrote the whole word to fill the blanks. As the counter measure,
Miss I returned some answer sheets to students who did that mistake then showed the answer
In Miss E class, the teacher had given the clear instruction for the students to answer
the questions with complete sentences. However, in the execution, all students answered the
questions with one or two word only. Because all of students answers didn’t meet Miss E
expectation, she asked them to do the exercise again with complete answers.
The second case (the thought that they did the instruction correctly, however they
were wrong) happened in Miss L class. A student named Daren answered all of the questions
on his answer sheet with “in”. It actually didn’t meet the teacher’s expectation to answer with
either “in” or “on”. However, he didn’t feel that he was wrong. He kept comparing his
answer with his peers and saying that his answers were correct. Unfortunately, there was no
precaution from the teacher to correct his mistakes. During the discussion, the teacher didn’t
encourage him to change his incorrect answers and he also didn’t want to fix it.
In accordance with the theory from the expert, the situation above exhibited Swift,
(2008) opinion which stated that some students do not listen carefully what they have to do in
order. Some students might also think that they have understood the instructions, when they
actually have not. This kind of problem called mismatch between the teacher’s instructions
and the student’s activity. In other words, there is no compatibility between what the teacher
aims to and the intended student’s activity.
Another instructional problems faced by the teacher from the observations and
interview conducted the writer discovered another problem, such as :
2.4. Giving instructions before gaining the students attention
Through the observations, it could be seen that the teacher occasionally started
instructing before the students were ready enough to listen. It happened in Miss E class, when
answer with complete sentences from number one to ten!” nonetheless the instruction was
delivered when the students were busy open the question sheet and read the questions listed.
Some of them were talking. As a result, it was found that all of them answered the questions
in a short answer, they just wrote the answer directly. Another similar problem happened in
Miss I class, she instructed the students to spell their peer name after they have finished by
saying :”If you have finished spell your name, please spell your peer name also!” however,
the instruction was directed when the students were busy practicing the conversation which
have not finished yet. The teacher gave the instruction without gaining the students attention
first, as the result only little students who spell their peer name.
CONCLUSION
The writer chose to analyze about the problem in giving instruction for Elementary
student was because young learner have short attention span, they can easily get bored after
5-10 minutes which make them lose their attention and interest easily. (Harmer, J, 2007).
That is why the role of a teacher is important to them. They see teacher as a model in class. In
other words, primary age children learn through oral language, they are capable of
developing good oral skills, pronounciation, and intonation when they have a good model
(Piaget, 2009). So, the teacher have to give a clear instruction, so the students know what is
expected from them and it also enables the teacher to check whether the student’s
performance is appropriate for the classroom situation (Maria & Debat, 2003).
However, there are some common problems that can happen when teachers give
instructions, for example : selection of appropriate language, formulating and organizing
effective classroom instructions, and not checking students understanding. Based on the
problems stated above, the writer wanted to find out if they occurred in the real context of
In order to fulfill that purpose, the writer formulate a research question, “What
problems happened in giving instructions for Elementary Students of Bethany School?”
In the discussion about teachers delivery method, the writer found out three main
problems encountered by the teachers in delivering the instructions. The first problem was
complex long instructions. The writer found out that teachers tended to give long instructions
with complex structure which made students confused and didn’t know what to do. The
second problem was inappropriate word choices. In this part, teachers often used difficult
vocabularies which couldn’t be understood by very young learner. As a result, teachers had to
repeat the instructions, so the students could understand it. In the last problem which was not
checking students understanding, teachers only stated what they expected from the students
to do and didn’t check whether they did it properly or not, so the students didn’t pay attention
it and only joking or mumbling.
Furthermore, from the observation and interview conducted, the writer discovered
some other instructional problems faced by the teacher that did not listed in chapter 2, such as
: giving instructions before gaining students’ attention. The teacher have to look around the
class to check whether all of the students have ready to listen to the instruction given or not.
She couldn’t start the instruction before gaining all of students’ attention, because it will be
hard for young learner to follow the whole instruction later.
Moreover, the writer also found out that students were also the problem for teachers
to give instructions properly in the class. The first problem was lack of listening skill,
students limited vocabulary because they were still young learner gave teachers difficulties in
explaining the instructions to the students. The second problem was student’s misbehave
while teacher gave instructions. Students could easily be distracted by many things around
teachers aim from the material couldn’t be achieved perfectly. The last was mismatch
between teachers instructions and students performances. Students often thought that they
have understood what teachers said, whereas they were still wrong. This was why the
misconception between teachers expectation and students execution occurred regularly.
Although the study has reached its aim, there were still some limitations of this study.
Therefore, the findings of this study cannot be generalized to higher level of students. It was
because the subject of this study were first, second, and third grade of Elementary students
who clasified into young learner of English.
Therefore, the other similar study might reveal different result. The writer strongly
recommended for other researchers who are interested in conducting a further similar study to
broaden the scope of their study and take a deeper interview with the teachers after the
observation sessions end. So, the writers can understand well about teacher’s reason for their
action when the problems occurs after their given instructions. Furthermore, with more
through interview we could do a better comparison about teacher’s idealism in giving
instructions and their actualization in the real teaching learning process.
ACKNOWLEDGEMENT
All my highest praise and thank you is to Jesus Christ, for without His grace, love,
and strength I never finished this work. I would also like to say my deepest gratitude to Ms.
Athriyana as my supervisor. Without her help, guidance, advice, and understanding this work
would never be accomplished. May God bless you and your family. I would also like to
express my happiness with saying thank yu for my examiner, Mrs. Anita K, for the
willingness in reading my work and give some suggestions. For all my lecturers in English
Department, especially for Mas Rudi as my Dekan thank you so much for your helping. My
biggest thanks would be directed to my parents, Mom Setyawati and Dad Martoyo who have
been very faithful in encourage and support me in all their ways. For my single brother,
Oliver Reinaldo, thank you for your prayer and I hope you will also graduate soon. To my
second supervisor Danny Souji. Thank you for your help, advises, critics, suggestions, inputs,
and companion in helping me write this thesis. Thank you for my second family in Salatiga
city, Oh Agus Suwandi , Cik Sylvi, Jessie, and James. I am lucky to have them here. Thank
you for helping me since I was studying in SWCU from 2010 until now. For my best friends,
Rachel, Lea, Jenny, and all my abourding house friends thanks a bunch for your presence and
our spending time together during my study in here. Last, but not least for this school
Bethany School as my research subject. Thank you for your willingness to allow me observe
the school, and especially for Miss Inge, Miss Lala, and Miss Esther who belong to my
interview subject as a teacher thank you so much for your cooperation with me. You are a
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