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
from students who did it correctly and had them copied the right answers.
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
the teacher instructed the students to answer in a complete sentences by saying “You have to
