learn a foreign language depends on their development stage. Therefore, they
have an amazing ability to absorb language role play and other activities which they find
enjoyable. Consequently, English teachers have
to consider not only the pedagogical principle in language teaching but also the
characteristics of
young learners by promoting interesting teaching technique and media that allow the
students to interact with, enjoy the classroom activities, and keep their concentration in order to increase their motivation in learning English.
2.4 Definition of Classroom Instructions
According to Oxford Advance Learners dictionary 1995:619 instruction
is defined as the purposeful direction of the learning process. Vallete 1989:17 states that classroom instructions are instructions which
are used in classroom when teaching and learning process occurred in order to support teacher and students activities.
In the curriculum of elementary school level, instructions are English lesson which talk about directions or simple instructions which is primarily taught
to the students of fourth grade up to sixth grades in the form of very simple imperative sentences related to the classroom and school context by
accompanying actions. Teachers design instruction to build fluency in oral and silent reading.
Generally, the goals of introducing this material are to make the students have good understanding in expressing the instructions orally and responding
them by physical responses, and for some extent, to use these expressions for their communication in the classroom context.
Generally, there are three kinds of instructions. They are: a.
Direct instruction. It is also called teacher-centered instruction technique. The teacher provides the students with much of the information they need, often
through lectures, explanations, examples, and problem solving. Most direct instruction techniques only allow for minimal students-teacher interaction,
and need to be supplemented by review, practice, and group discussions. The main strength of direct instruction is it is efficient, especially in quickly
providing information to the students. However, direct instruction is not an effective way to teach higher level thinking, analysis, or evaluation.
b. Indirect instruction. In this case, the indirect approach to teaching present
students with instructional stimuli in the form of materials, objects, events, and requires students to go beyond the basic information that they are given
to make their own conclusions and generalizations. Indirect instruction allows teachers to engage their students in activities which require the students to
learn independently. Students take an active role in their own conclusions and discussing their result.
c. Self-directed instruction. Here, the students are supposed to take learning into
their own hand, apply their knowledge to real-world problem, monitor their own achievement, and go beyond the material that is presented to them.
Predicting, questioning, summarizing, and clarifying are four important activities that shift the responsibility of the learning to the students.
From the explanation above, I can conclude that the instructions taught in the elementary school is direct instructions where the teacher providing more
information that the students need and give the models directly or by using certain media while the students respond the instructions by physical responses. In the
teaching and learning process, teachers always give very simple instructions in the classroom to be understood and responded by the students, such as:
“Knock the door” “Greet the teacher”
“Sit down on your chair” “Stand up”
“Clean the blackboard” “Open your book”
“Listen and repeat” Those instructions are called classroom instructions which are mostly used
during the lesson in order to facilitate students in learning English.
2.5 General Concept of Teaching Media
