Handling My Difficulty in Giving English Instructions to Grade 1 Students at SDK Santa Ursula.
ABSTRACT
Tugas Akhir ini membahas masalah yang saya hadapi saat melakukan kegiatan
magang di SDK Santa Ursula mulai pada tanggal 21 Juli 2016 sampai dengan 19
Agustus 2016. Masalah yang saya hadapi adalah kesulitan saya dalam memberi
instruksi dalam bahasa Inggris kepada siswa kelas 1 di SDK Santa Ursula.
Dalam Tugas Akhir ini saya juga menganalisis sebab dan akibat dari
masalah yang saya hadapi. Berdasaran analisis, saya menemukan tiga penyebab
yaitu karena saya mendapatkan gangguan dari beberapa siswa ketika saya sedang
menjelaskan instruksi, karena murid-murid tidak memperhatikan saya dan yang
terakhir karena hampir semua murid memiliki kemampuan bahasa Inggris yang
lemah. Sedangkan dampak dari masalah saya adalah kelas menjadi berisik dan
saya membuang banyak waktu untuk menjelaskan ulang.
Berdasarkan beberapa referensi, saya mendapatkan tiga solusi yang
berpotensi mengatasi masalah saya. Solusi pertama adalah saya akan berkeliling
kelas untuk memantau aktivitas belajar para siswa. Solusi kedua adalah saya akan
memberi mereka sinyal berupa tepukan tangan. Solusi ketiga adalah saya akan
menunjukkan perhatian yang positif secara acak kepada murid yang mencoba
mengganggu saya saat saya menjelaskan instruksi.
Pada akhir penulisan, saya memilih untuk menggabungkan ketiga solusi
yang telah disebutkan di atas sebagai pilihan solusi untuk mengatasi masalah yang
saya hadapi. Akhir kata, kesimpulan yang saya ambil adalah ketiga gabungan
solusi tersebut sangat efektif dan juga membantu saya untuk mengatasi masalah
pemberian instruksi dalam bahasa Inggris kepada siswa kelas 1.
i
Maranatha Christian University
TABLE OF CONTENTS
ABSTRACT ............................................................................................ i
DECLARATION OF ORIGINALITY .................................................... ii
ACKNOWLEDGEMENTS..................................................................... iii
TABLE OF CONTENTS ........................................................................ iv
CHAPTER I. INTRODUCTION ............................................................ 1
A. Background of the Study
B. Identification of the Problem
C. Objectives and Benefits of the Study
D. Description of the Institution
E. Method of the Study
F. Limitation of the Study
G. Organization of the Term Paper
CHAPTER II. PROBLEM ANALYSIS .................................................. 7
CHAPTER III. POTENTIAL SOLUTIONS ........................................... 11
CHAPTER IV. CONCLUSION .............................................................. 17
REFERENCES
APPENDICES:
A. FLOWCHART
B. INTERNSHIP JOURNAL ENTRIES
C. SCHOOL PROFILE
Iv
Maranatha Christian University
CHAPTER I
INTRODUCTION
A. Background of the Study
Giving instructions plays a crucial role in classroom activities because
if the teacher cannot deliver the instructions clearly to the students,
learning and teaching process cannot work well. However, sometimes
giving instructions can be difficult and challenging as stated by
Schneiderová (2014), “Giving the right instruction is one of the most
difficult and challenging things in managing a successful learning
environment” (p. 15). Giving instructions can be challenging, although
sometimes the techer feels that his or her instructions are clear, some
students might not get what is instructed. As stated by Schneiderová
(2014) that, “Instructions which may seem to be clear to teachers may
cause unnecessary confusion for students” (p. 15). This is also emphasized
by Larsen (2015) that, “Giving instructions is an integral part of being a
teacher ... However, if the students do not
1
Maranatha Christian University
understand what you are saying, all your instructions are going to be
meaningless” (para.1). Since giving instructions holds an important part in
the teaching and learning process, teachers should know how to give good
instructions to their students. Therefore, I decided to discuss my difficulty
in giving instructions as the topic of my term paper based on my
experience when I was doing my internship.
I did my internship in SDK Santa Ursula Bandung from 21th July 2016
to 20th August 2016. My duties at SDK Santa Ursula were to teach English
to students grade 1, 2, 5, 6, and to be a teacher assistant to students grade 1
and 2. When I was teaching English at grade 1 with 3 classes, I realized
that I had difficulty in giving English instructions to the students. Students
on that grade often did not do what I had told them to. Based on my
internship, I found that giving instructions to students grade 1 was quite
difficult compared to my experience teaching the other levels. For
example, on my journal day 20 (August 19th, 2016) when I was teaching
grade 1 with the topic Introductions. I asked the students to get in pairs
with their chairmates to practice introducing themselve. However, most of
the students were confused or did not understand my instructions and
because of that the class became chaotic. Having experienced the problem,
I would like to analyze this problem critically and systematically to find
the best solution for the problem.
2
Maranatha Christian University
B. Identification of the Problem
I would like to do the study in accordance with the following research
questions:
1. Why did I have difficulty in giving English instructions to students
grade 1 at SDK Santa Ursula?
2. How did this problem affect the teaching and learning process?
3. How should I handle the students who do not understand my
instructions?
C. Objectives and Benefits of the Study
There are three objectives of this study. The first objective is to find out
the causes of the problem in giving English instructions to students grade 1
in SDK Santa Ursula. The second objective is to find out how this problem
influences the teaching and learning process. The last one is to find the
best solution to overcome this problem effectively.
There are several benefits of the study. First, the institution, especially
the teachers at SDK Santa Ursula, will get some ideas on how to give good
instructions to students grade 1. Hopefully, they also can handle it if there
are some students who do not understand English instructions. This term
paper will also be helpful to the readers who have the same problem as
mine. In addition, for me personally, the study helps me learn how to
handle and help students who do not understand English instructions in the
future.
3
Maranatha Christian University
D. Description of the Institution
Established in 1927 with the name “St. Maria School ", St. Ursula
Catholic Elementary School was built on Kebun Jambu area near
Wilhelmina pleintjen on Merdeka street. which is now known as the St.
Ursula Junior High School.
In 1930 the school foundation built another new elementary school
named "Saint Joseph School”. In 1949 "St. Joseph School" became an
Indonesian school-based and changed its name into "St. Joseph
Elementary School” and was followed in the next year in 1950 by "St.
Maria School" which also became an Indonesian primary school and
renamed as "St. Maria Elementary School."
In 2007, St. Yusup Elementary School and St. Maria Elementary
School were united and renamed as St. Ursula Elementary School. The
name change was based on the principal's proposal to have only one name
and for another reason that there was other school which had the same
name located closely.
St. Ursula Elementary School has a vision to become a community of
learners that are innovative, creative, and critical in science and faith
according to the spirit of St. Angela. Whereas its first mission is, as an
educational institution (Institute of Education), St. Ursula Catholic
Elementary School provides qualified and integrated education which
prepares the students for a higher level of education and for the society. St.
Ursula Catholic Elementary School second mission is, as a learning
community (Community of Learning), St. Ursula Catholic Elementary
4
Maranatha Christian University
School develops the students’ potentials and skills to be critical, creative
and innovative.
St. Ursula Catholic Elementary School now on Bengawan street in
Bandung. The principal of St. Ursula Catholic Elementary School is Ms.
Maria Margaretha Sartika. There are many facilities that St. Ursula
Catholic Elementary School has. They have 8 classes, which is 3 classes
per grade. St. Ursula Catholic Elementary School provide laboratory for
science, library, laboratory for computer. They have 3 school field, 1
outdoor which is usually use for ceremony routine and 2 indoor for PE
lesson, they also have a hall for hold some events such as talent show and
worship. Teacher at St. Ursula Catholic Elementary School, there are
approximately 32 active teachers teach, some are become the
hometeachers, and some become a teacher with certain subject.
E. Method of the Study
The methods of the study are library research and field research. The
data for library research was taken from books and reliable articles or
journals on the Internet. Furthermore, the data for field research was taken
from my observation when doing my internship. The observation data was
written in my internship journal during my internship at SDK Santa Ursula
Bandung from July to August 2016.
5
Maranatha Christian University
F. Limitation of the Study
The study is based on my experience as an English teacher for students
of grade 1 at SDK Santa Ursula Bandung during my internship from 21th
July to 19th August 2016. The subject of my research is I, as the English
teacher. The study focuses on how I gave English instructions to the
students at grade 1, namely 1A class, 1B class and 1C class. There were 28
to 32 students in each class.
G. Organization of the Term Paper
This term paper start with Abstract and continue with Acknowladge .
On this term paper, there are four chapters, in which Chapter I is
Introduction, Chapter II is Problem Analysis, Chapter III is Potential
Solutions, and Chapter IV is Conclusion. Chapter I discusses the
Background of the Study, Identification of the Problem, Objectives and
Benefits of the Study, Description of the Institution, Method of the Study,
Limitation of the Study, and Organization of the Term Paper. Chapter II
discusses the Problem Analysis, which states the causes and the effects of
the problem. Chapter III discusses the Potential Solutions, which consists
of the analysis of the positive and negative effects the potential solutions.
Finally, Chapter Four discusses the Conclusion, which discusses the
chosen solution and the reasons for choosing it. The last part is the
References and the Appendices, which contain the flowchart, some
internship journal entries and the school profile.
6
Maranatha Christian University
CHAPTER IV
CONCLUSION
In this chapter, I would like to present the chosen solution to solve my
problem, that is my difficulty in giving English instructions to students grade 1 at
SDK Santa Ursula. Based on my analysis, I find that my problem has 3 causes.
The first cause is I got interruption from some students while I was explaining the
instructions. The second cause of my problem is the students did not pay attention
to me while I was explaining the instructions in front of the class. The third cause
is most of the students had low English competence. The problem creates two
effects, they are: the class became chaotic `when students were confused about the
instructions and I wasted classroom time when I was giving the instructions. I
propose three potential solutions to solve my problem. The first potential solution
is I will walk around the classroom to monitor the student’s work. The second
potential solution is I will try to give them a signal by clapping my hand. The
third potential solution is I will deal with the students who often disturb me to get
my attention by showing positive attention randomly to the students. Having
analyzed the potential solutions, I choose to combine all three of my potential
solutions to get the best solution to handle my difficulty. When applying the
17
Maranatha Christian University
potential solutions, first, after giving English instructions, I will walk around the
classroom to monitor the student’s work. By walking around the classroom, I can
make instructions clear to the students who do not understand or are still confused
of the instruction and I can help the students who has low-English competence to
understand the instructions. Then, when the students start to be busy with
themselves, I will give them a signal by clapping my hands. This will be very
helpful to attract the students’ attention and their attention back to me because
they will follow the pattern of the clapping. While the students follow the pattern,
all the attention automatically will be back to me because they will know that the
clapping means that they have to stop whatever they are doing and pay attention
to me. Moreover, when walking around the classroom, I can show positive
attention randomly to the students who often disturb me. By showing the positive
attention randomly, I might handle the students who often disturb me when I am
giving the instructions.
I choose the combination of all three potential solutions because those
solutions can support one another to cope with the causes of the problem. If I only
choose one or two potential solutions, the result will not be maximum and the
problem might still happen.
At the end of this term paper, I would like to suggest everyone who wants to
do an internship as an English teacher to prepare himself/herself well when giving
instructions in English to students. My internship experience shows that no
teacher can succeed in running a lesson when the students cannot understand the
teacher’s instruction.
18
Maranatha Christian University
HANDLING MY DIFFICULTY IN GIVING ENGLISH
INSTRUCTIONS TO GRADE 1 STUDENTS
AT SDK SANTA URSULA
A term paper
submitted to DIII Programme for English
at Maranatha Christian University
Shinta Ayu Permatasari
1443008
DIII Programme for English
Faculty of Letters
Maranatha Christian University
Bandung
2016
ACKNOWLEDGEMENTS
This term paper is written as a part of the final requirements to finish my study
at D3 English Program, Faculty of Letters, Maranatha Christian University. First
of all, I would like to give the highest gratitude to my God, Jesus Christ.
Additionally, this term-paper is made under the truthful direction of Ms. Henni,
S.S, M.Hum, as my supervisor; thus, my sincere thank also goes to her. Also, I
would like to thank my mother and my brothers. I am blessed to have you as my
family, whose unyielding love and constant support for my education hava help
me to finish this term paper. I would like to thank my other family members and
friends. Mega and Fernando, thank you for your constant voices of confidence and
uplifting words throughout this process of writing the term paper. Without the
help from all of you, I would not be able to finish this paper. I would like to thank
Ms. Maria Margaretha Sartika, as the principal of SDK Santa Ursula Bandung,
who has allowed me to do my internship there, and Ms. Chintjin Muljanih, as my
supervisor, who has guided and led me during my internship at SDK Santa
Ursula. Besides, I would like to express my special gratitude to all the lecturers at
D3 English Program, Maranatha Christian University and all the staff at SDK
Santa Ursula Bandung.
iii
REFERENCES
Breaking the attention-seeking habit: the power of random positive teacher
attention. (n.d.). In Intervention Central. Retrieved November 9, 2016,
from http://www.interventioncentral.org/behavioralinterventions/challenging-students/breaking-attention-seeking-habitpower-random-positive
Davies, L. (2008, February 1). 25 ways to obtain children’s attention in a school
setting - teachers.Net Gazette. Retrieved November 16, 2016, from
http://www.teachers.net/gazette/FEB08/davies/
Larsen, M. (2015, February 11). Classroom management II – giving instructions.
Retrieved November 16, 2016, from http://www.pptpdx.com/chinachuangkou/classroom-management-ii-giving-instructions
McCormick, A. (2009, April 25). Attention getting Strategies: if you can hear my
voice clap once. Retrieved December 15, 2016, from
https://ed.psu.edu/pds/teacher-inquiry/2009/mccormicka.pdf /
Scanlon, J. (2003, March 31). 12 steps to clearer instructions | ESLemployment.
Retrieved November 16, 2016, from
http://www.eslemployment.com/articles/12-steps-to-clearer-instructions398.html
Maranatha Christian University
Schneiderová, P. (2014). The effective classroom management in young learners
language classes (Bachelor’s thesis). Masarykova univerzita, Pedagogická
fakulta. Retrieved from http://is.muni.cz/th/69636/pedf_b
Watson, S., & Gable, R. (2011, April 4). Using knowledge of student cognition to
differentiate instruction - Reaching every learner: Differentiating
instruction in theory and practice. Retrieved November 16, 2016, from
http://www.learnnc.org/lp/editions/every-learner/6693
Maranatha Christian University
Tugas Akhir ini membahas masalah yang saya hadapi saat melakukan kegiatan
magang di SDK Santa Ursula mulai pada tanggal 21 Juli 2016 sampai dengan 19
Agustus 2016. Masalah yang saya hadapi adalah kesulitan saya dalam memberi
instruksi dalam bahasa Inggris kepada siswa kelas 1 di SDK Santa Ursula.
Dalam Tugas Akhir ini saya juga menganalisis sebab dan akibat dari
masalah yang saya hadapi. Berdasaran analisis, saya menemukan tiga penyebab
yaitu karena saya mendapatkan gangguan dari beberapa siswa ketika saya sedang
menjelaskan instruksi, karena murid-murid tidak memperhatikan saya dan yang
terakhir karena hampir semua murid memiliki kemampuan bahasa Inggris yang
lemah. Sedangkan dampak dari masalah saya adalah kelas menjadi berisik dan
saya membuang banyak waktu untuk menjelaskan ulang.
Berdasarkan beberapa referensi, saya mendapatkan tiga solusi yang
berpotensi mengatasi masalah saya. Solusi pertama adalah saya akan berkeliling
kelas untuk memantau aktivitas belajar para siswa. Solusi kedua adalah saya akan
memberi mereka sinyal berupa tepukan tangan. Solusi ketiga adalah saya akan
menunjukkan perhatian yang positif secara acak kepada murid yang mencoba
mengganggu saya saat saya menjelaskan instruksi.
Pada akhir penulisan, saya memilih untuk menggabungkan ketiga solusi
yang telah disebutkan di atas sebagai pilihan solusi untuk mengatasi masalah yang
saya hadapi. Akhir kata, kesimpulan yang saya ambil adalah ketiga gabungan
solusi tersebut sangat efektif dan juga membantu saya untuk mengatasi masalah
pemberian instruksi dalam bahasa Inggris kepada siswa kelas 1.
i
Maranatha Christian University
TABLE OF CONTENTS
ABSTRACT ............................................................................................ i
DECLARATION OF ORIGINALITY .................................................... ii
ACKNOWLEDGEMENTS..................................................................... iii
TABLE OF CONTENTS ........................................................................ iv
CHAPTER I. INTRODUCTION ............................................................ 1
A. Background of the Study
B. Identification of the Problem
C. Objectives and Benefits of the Study
D. Description of the Institution
E. Method of the Study
F. Limitation of the Study
G. Organization of the Term Paper
CHAPTER II. PROBLEM ANALYSIS .................................................. 7
CHAPTER III. POTENTIAL SOLUTIONS ........................................... 11
CHAPTER IV. CONCLUSION .............................................................. 17
REFERENCES
APPENDICES:
A. FLOWCHART
B. INTERNSHIP JOURNAL ENTRIES
C. SCHOOL PROFILE
Iv
Maranatha Christian University
CHAPTER I
INTRODUCTION
A. Background of the Study
Giving instructions plays a crucial role in classroom activities because
if the teacher cannot deliver the instructions clearly to the students,
learning and teaching process cannot work well. However, sometimes
giving instructions can be difficult and challenging as stated by
Schneiderová (2014), “Giving the right instruction is one of the most
difficult and challenging things in managing a successful learning
environment” (p. 15). Giving instructions can be challenging, although
sometimes the techer feels that his or her instructions are clear, some
students might not get what is instructed. As stated by Schneiderová
(2014) that, “Instructions which may seem to be clear to teachers may
cause unnecessary confusion for students” (p. 15). This is also emphasized
by Larsen (2015) that, “Giving instructions is an integral part of being a
teacher ... However, if the students do not
1
Maranatha Christian University
understand what you are saying, all your instructions are going to be
meaningless” (para.1). Since giving instructions holds an important part in
the teaching and learning process, teachers should know how to give good
instructions to their students. Therefore, I decided to discuss my difficulty
in giving instructions as the topic of my term paper based on my
experience when I was doing my internship.
I did my internship in SDK Santa Ursula Bandung from 21th July 2016
to 20th August 2016. My duties at SDK Santa Ursula were to teach English
to students grade 1, 2, 5, 6, and to be a teacher assistant to students grade 1
and 2. When I was teaching English at grade 1 with 3 classes, I realized
that I had difficulty in giving English instructions to the students. Students
on that grade often did not do what I had told them to. Based on my
internship, I found that giving instructions to students grade 1 was quite
difficult compared to my experience teaching the other levels. For
example, on my journal day 20 (August 19th, 2016) when I was teaching
grade 1 with the topic Introductions. I asked the students to get in pairs
with their chairmates to practice introducing themselve. However, most of
the students were confused or did not understand my instructions and
because of that the class became chaotic. Having experienced the problem,
I would like to analyze this problem critically and systematically to find
the best solution for the problem.
2
Maranatha Christian University
B. Identification of the Problem
I would like to do the study in accordance with the following research
questions:
1. Why did I have difficulty in giving English instructions to students
grade 1 at SDK Santa Ursula?
2. How did this problem affect the teaching and learning process?
3. How should I handle the students who do not understand my
instructions?
C. Objectives and Benefits of the Study
There are three objectives of this study. The first objective is to find out
the causes of the problem in giving English instructions to students grade 1
in SDK Santa Ursula. The second objective is to find out how this problem
influences the teaching and learning process. The last one is to find the
best solution to overcome this problem effectively.
There are several benefits of the study. First, the institution, especially
the teachers at SDK Santa Ursula, will get some ideas on how to give good
instructions to students grade 1. Hopefully, they also can handle it if there
are some students who do not understand English instructions. This term
paper will also be helpful to the readers who have the same problem as
mine. In addition, for me personally, the study helps me learn how to
handle and help students who do not understand English instructions in the
future.
3
Maranatha Christian University
D. Description of the Institution
Established in 1927 with the name “St. Maria School ", St. Ursula
Catholic Elementary School was built on Kebun Jambu area near
Wilhelmina pleintjen on Merdeka street. which is now known as the St.
Ursula Junior High School.
In 1930 the school foundation built another new elementary school
named "Saint Joseph School”. In 1949 "St. Joseph School" became an
Indonesian school-based and changed its name into "St. Joseph
Elementary School” and was followed in the next year in 1950 by "St.
Maria School" which also became an Indonesian primary school and
renamed as "St. Maria Elementary School."
In 2007, St. Yusup Elementary School and St. Maria Elementary
School were united and renamed as St. Ursula Elementary School. The
name change was based on the principal's proposal to have only one name
and for another reason that there was other school which had the same
name located closely.
St. Ursula Elementary School has a vision to become a community of
learners that are innovative, creative, and critical in science and faith
according to the spirit of St. Angela. Whereas its first mission is, as an
educational institution (Institute of Education), St. Ursula Catholic
Elementary School provides qualified and integrated education which
prepares the students for a higher level of education and for the society. St.
Ursula Catholic Elementary School second mission is, as a learning
community (Community of Learning), St. Ursula Catholic Elementary
4
Maranatha Christian University
School develops the students’ potentials and skills to be critical, creative
and innovative.
St. Ursula Catholic Elementary School now on Bengawan street in
Bandung. The principal of St. Ursula Catholic Elementary School is Ms.
Maria Margaretha Sartika. There are many facilities that St. Ursula
Catholic Elementary School has. They have 8 classes, which is 3 classes
per grade. St. Ursula Catholic Elementary School provide laboratory for
science, library, laboratory for computer. They have 3 school field, 1
outdoor which is usually use for ceremony routine and 2 indoor for PE
lesson, they also have a hall for hold some events such as talent show and
worship. Teacher at St. Ursula Catholic Elementary School, there are
approximately 32 active teachers teach, some are become the
hometeachers, and some become a teacher with certain subject.
E. Method of the Study
The methods of the study are library research and field research. The
data for library research was taken from books and reliable articles or
journals on the Internet. Furthermore, the data for field research was taken
from my observation when doing my internship. The observation data was
written in my internship journal during my internship at SDK Santa Ursula
Bandung from July to August 2016.
5
Maranatha Christian University
F. Limitation of the Study
The study is based on my experience as an English teacher for students
of grade 1 at SDK Santa Ursula Bandung during my internship from 21th
July to 19th August 2016. The subject of my research is I, as the English
teacher. The study focuses on how I gave English instructions to the
students at grade 1, namely 1A class, 1B class and 1C class. There were 28
to 32 students in each class.
G. Organization of the Term Paper
This term paper start with Abstract and continue with Acknowladge .
On this term paper, there are four chapters, in which Chapter I is
Introduction, Chapter II is Problem Analysis, Chapter III is Potential
Solutions, and Chapter IV is Conclusion. Chapter I discusses the
Background of the Study, Identification of the Problem, Objectives and
Benefits of the Study, Description of the Institution, Method of the Study,
Limitation of the Study, and Organization of the Term Paper. Chapter II
discusses the Problem Analysis, which states the causes and the effects of
the problem. Chapter III discusses the Potential Solutions, which consists
of the analysis of the positive and negative effects the potential solutions.
Finally, Chapter Four discusses the Conclusion, which discusses the
chosen solution and the reasons for choosing it. The last part is the
References and the Appendices, which contain the flowchart, some
internship journal entries and the school profile.
6
Maranatha Christian University
CHAPTER IV
CONCLUSION
In this chapter, I would like to present the chosen solution to solve my
problem, that is my difficulty in giving English instructions to students grade 1 at
SDK Santa Ursula. Based on my analysis, I find that my problem has 3 causes.
The first cause is I got interruption from some students while I was explaining the
instructions. The second cause of my problem is the students did not pay attention
to me while I was explaining the instructions in front of the class. The third cause
is most of the students had low English competence. The problem creates two
effects, they are: the class became chaotic `when students were confused about the
instructions and I wasted classroom time when I was giving the instructions. I
propose three potential solutions to solve my problem. The first potential solution
is I will walk around the classroom to monitor the student’s work. The second
potential solution is I will try to give them a signal by clapping my hand. The
third potential solution is I will deal with the students who often disturb me to get
my attention by showing positive attention randomly to the students. Having
analyzed the potential solutions, I choose to combine all three of my potential
solutions to get the best solution to handle my difficulty. When applying the
17
Maranatha Christian University
potential solutions, first, after giving English instructions, I will walk around the
classroom to monitor the student’s work. By walking around the classroom, I can
make instructions clear to the students who do not understand or are still confused
of the instruction and I can help the students who has low-English competence to
understand the instructions. Then, when the students start to be busy with
themselves, I will give them a signal by clapping my hands. This will be very
helpful to attract the students’ attention and their attention back to me because
they will follow the pattern of the clapping. While the students follow the pattern,
all the attention automatically will be back to me because they will know that the
clapping means that they have to stop whatever they are doing and pay attention
to me. Moreover, when walking around the classroom, I can show positive
attention randomly to the students who often disturb me. By showing the positive
attention randomly, I might handle the students who often disturb me when I am
giving the instructions.
I choose the combination of all three potential solutions because those
solutions can support one another to cope with the causes of the problem. If I only
choose one or two potential solutions, the result will not be maximum and the
problem might still happen.
At the end of this term paper, I would like to suggest everyone who wants to
do an internship as an English teacher to prepare himself/herself well when giving
instructions in English to students. My internship experience shows that no
teacher can succeed in running a lesson when the students cannot understand the
teacher’s instruction.
18
Maranatha Christian University
HANDLING MY DIFFICULTY IN GIVING ENGLISH
INSTRUCTIONS TO GRADE 1 STUDENTS
AT SDK SANTA URSULA
A term paper
submitted to DIII Programme for English
at Maranatha Christian University
Shinta Ayu Permatasari
1443008
DIII Programme for English
Faculty of Letters
Maranatha Christian University
Bandung
2016
ACKNOWLEDGEMENTS
This term paper is written as a part of the final requirements to finish my study
at D3 English Program, Faculty of Letters, Maranatha Christian University. First
of all, I would like to give the highest gratitude to my God, Jesus Christ.
Additionally, this term-paper is made under the truthful direction of Ms. Henni,
S.S, M.Hum, as my supervisor; thus, my sincere thank also goes to her. Also, I
would like to thank my mother and my brothers. I am blessed to have you as my
family, whose unyielding love and constant support for my education hava help
me to finish this term paper. I would like to thank my other family members and
friends. Mega and Fernando, thank you for your constant voices of confidence and
uplifting words throughout this process of writing the term paper. Without the
help from all of you, I would not be able to finish this paper. I would like to thank
Ms. Maria Margaretha Sartika, as the principal of SDK Santa Ursula Bandung,
who has allowed me to do my internship there, and Ms. Chintjin Muljanih, as my
supervisor, who has guided and led me during my internship at SDK Santa
Ursula. Besides, I would like to express my special gratitude to all the lecturers at
D3 English Program, Maranatha Christian University and all the staff at SDK
Santa Ursula Bandung.
iii
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Maranatha Christian University