STUDENT TEACHERS’ ABILITY IN GIVING INSTRUCTION DURING TEACHING LEARNING PROCESS OF PRACTICE TEACHING AT UIN SUNAN AMPEL SURABAYA.

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

SURABAYA

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

got problem in getting student attention, then 41% stated that their problem faced in delivering instruction in brief step. Here, it can be concluded that not all student teachers applied the complete steps in giving instruction. Therefore, student teachers should improve their ability in giving well instruction through applying those steps.

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

Memberi instruksi itu sangat penting dalam proses belajar mengajar karena instruksi mempunyai dampak yang besar terhadap aktifitas belajar dari siswa-siswi. Instruksi harus disampaikan secara urut untuk keefektifan instruksi yang jelas dan dapat dimengerti. Jika instruksi dapat disampaikan dengan baik, itu artinya mahasiswa (PPL) dapat mengatur kelas. Disini, menyampaikan instruksi menjadi salah satu poin dari mengajar yang mahasiswa terapkan saat praktek mengajar. Di situasi ini, mahasiswa di harapkan untuk mempunyai pemahaman dalam menyampaikan instruksi. Penelitian ini focus dalam menganalisis kemampuan dari mahasiswa dalam menyampaikan instruksi dan mengidentifikasi masalah ketika mereka menyampaikan instruksi. Penelitian ini menggunakan pendekatan kualitatif. Ada 24 mahasiswa dari dua kelas PPL di UIN Sunan Ampel Surabaya yang menjadi subjek penelitian. Selain itu, pengamatan dan wawancara digunakan sebagai teknik untuk mencapai tujuan dari penelitian ini. Hasil dari penelitian ini menunjukkan bahwa ada lima langkah yang digunakan oleh mahasiswa dalam menyampaikan instruksi. Langkah–langkah tersebut adalah mendapatkan perhatian (langkah 1), menyampaikan instruksi secara ringkas (langkah 2), menjelaskan tujuan dalam instruksi (langkah 3), mengulang instruksi (langkah 4), dan tindaklanjut dari instruksi (langkah 5). Selain itu, ada beberapa cara yang berbeda dalam menerapkan langkah–langkah tersebut: tipe 1 (mahasiswa menerapkan langkah 1, 2, 3, 4, dan 5), tipe 2 (mahasiswa menerapkan langkah 1, 2, 3, and 5), dan tipe 3 (mahasiswa menerapkan langkah 1, 2, and 3). Berdasarkan dari hasil analisis, 17% mahasiswa menggunakan tipe 1, selanjutnya 37% dari mereka menggunakan tipe 2 dan 46% dari mereka menggunakan tipe 3. Kemudian, masalah mahasiswa dalam memberi instruksi adalah 59% dari mahasiswa menyatakan bahwa mereka mendapat kesulitan dalam mendapatkan perhatian dari siswa-siswi, selanjutnya 41% menyatakan bahwa kesulitan yang mereka hadapi adalah menyampaikan instruksi secara singkat. Hal ini dapat disimpulkan bahwa tidak semua mahasiswa dapat menyampaikan instruksi dengan langkah-langkah yang lengkap. Oleh karena itu, mahasiswa harus meningkatkan kemampuannya dalam menyampaikan instruksi yang bagus.

TABLE OF CONTENTS

TITLE SHEET ... i

ADVISOR APPROVAL SHEET ... ii

APPROVAL SHEET ... iii

MOTTO ... iv

DEDICATION SHEET ... v

ACKNOWLEDGEMENTS ... vi

ABSTRACT ... viii

PERNYATAAN KEASLIAN TULISAN ... ix

TABLE OF CONTENTS ... x

LIST OF TABLE ... xii

LIST OF CHART AND FIGURE ... xii

LIST OF APPENDICES ... xiv

CHAPTER I : INTRODUCTION A. Background of The Study ... 1

B. Research Questions ... 7

C. Objective of The study ... 7

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

REFERENCES APENDICES

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,

(http;//changingminds.org/diciplines/teaching_article/three_abilities.htm, accessed on August 3rd, 2015).

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

Fakultas Tarbiyah dan Keguruan UIN Sunan Ampel Surabaya, Pedoman Praktik Pengalaman Lapangan (PPL) I Tahun Akademik 2014/2015 Fakultas Tarbiyah dan Keguruan UIN Sunan Ampel Surabaya (Surabaya: Fakultas Tarbiyah dan Keguruan UIN Sunan Ampel Surabaya, 2015), 1.

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. 5_{Jeremy 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

TESOL Trainer, Essential TESOL Teaching Skill ( http;//tesoltrainer.blogspot.com, accessed on January 20, 2015).

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

11_Ni’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 studies, they are:

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 teaches in classroom under the supervision of an experienced, certified

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

13_{Free dictionary, “}

Student Teacher” (http://www.thefreedictionary.com/student+teacher, accessed on June 12, 2015).

14 _{Cambridge Advance Learner’s Dictionary, 3}rd

edition (Cambridge: Cambridge University Press, 2008), 215.

15

11

basic principle of teaching English to train student to be good teacher in internship program or in real classroom.

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.

2_{Cambridge 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

Kathleen Lynne Lane, et al. Managing Challenging Behaviors in Schools Research-Based Strategies That Works (New York: A Division of Guilford Publication, Inc, 2010), 61.

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 instruction or explanation.

5. Technique in Giving Instruction

A technique is an implementation, which actually takes place in a classroom. It is a particular trick, stratagem, and contrivance used to accomplish an immediate objective. Technique is also similar with the strategy.21 There are many suggestions on strategies and ways toward 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

Regina Oliver, M. Effective Classroom Management; Teacher Preparation and Professional Development (Vanderbil University, 2007), 9.

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.

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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.

26_Ni’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)

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 teaching learning process.

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

J. Amos Hatch, Doing Qualitative Research in Education Settings (Albany: State University of New York Press, 2002), 22.

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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

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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 practice teaching and the video recording during teaching learning process.

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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 below:

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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 practice teaching at UIN Sunan Ampel Surabaya?

- 

1. Observation

This study used observation to get the data about student teachers’ 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

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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

Irving Seidman, Interviewing as Qualitative Research: A Guide for Researcher in Education and the Social Sciences, Third Edition (New York and London, teachers college, 2006), 24.

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

Kim Marshall, Teacher Evaluation Rubrics, 2014, (http;//usny.nysed.gov/rttt/teacher-leaders/practicerubrics/Doc/marshall-teacher-rubric-jan-2014.pdf, accessed on August 3rd, 2015).

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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

Liz Spencer, Jane Ritchie and William O Connor. “Analysis: Practice, Principle and Processes”. In Jane Ritchie and Jane Lewis.Qualitative Research Practice A Guide for Social Science Students and Researchers (London: SAGE Publication, 2003), 202

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

Matthew B. Miles, A Michael Hurberman, Johnny Saldana. (3rd Edn).Qualitative Data Analysis: A Methods Sourcebook (California: SAGE Publication, 2014), 14.

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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.

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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 instruction orderly and their problem faced in doing it.

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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 reported the finding and conclusion of the research.

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

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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 instruction. Besides, the researcher found that student teachers had different

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ways in applying those steps. The detail of the data would be presented below:

Table of 4.2 The Student Teachers’ Way in Giving Instruction Ways in Giving

Instruction

Number of Student Teachers

Student Teachers’

Code Type 1

(Student teachers apply step 1, 2, 3, 4 and 5)

4 student teachers A1, A2, A3 and A4

Type 2

(Student Teachers apply step 1, 2, 3 and 5)

9 student teachers B1, B2, B3, B4, B5, B6, B7, B8 and B9

Type 3

(Student Teachers apply step 1, 2 and 3)

11 student teachers C1, C2, C3, C4, C5, C6, C7, C8, C9, C10 and C11

Then, the researcher displayed those data using percentage to make the readers easily interpreting the data in chart below:

Chart 4.1 The Student Teachers’ Ways in Giving Instruction

17%

37% 46%

Student Teachers' Way in Giving

Instruction

Type 1 Type 2 Type 3

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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

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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.

Table of 4.4 The Result of Step 2

Student teachers’ Code

Way in applying step 2 A1 - Now, I will divide you to big group

- 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

A2 - I have a text

- I will give you this text one by one - Do silent reading

- I give you 2 minutes, not more than 2 minutes A3 - I will divide you in 3 group

- One two three are you become group A … - Please make circle

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-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.

Table 4.5 The Result of Step 3

Student Teachers’ Code

Way in applying step 3

A1 -You have to write all the vocabularies that you know based on the picture

-For example...

A2 -Please read the text and get the point of this text A3 You have to do is compare this picture and find the

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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 teachers A1, A2, A3, and A4 did follow up in their instruction.

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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 complete steps.

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Table of 4.8 Student Teachers’ Ways of Applying Step 1, 2, 3 and 5

Ways in Giving

Instruction

Student Teacher’s Code Applying step 1, 2, 3 and 5 B1, B2, B3, B4, B5, B6, B7, B8, B9

Every student teacher had his or her own ways in giving instruction. The differences of student teachers in giving instruction ware affected by their ability on it. The way in giving instruction that applied step 1, 2, 3, and 5. Step 1 was getting students’ instruction, step 2 was delivering instruction in brief step, step 3 was explaining expectation, and step 5 was following up the instruction. The data will be presented in detail below: 1) Step 1

There were nine student teachers who applied step 1, 2, 3 and 5 that could get students’ attention. There were many variant ways to get

students’ attention. The data are presented in table 4.9.

Table 4.9 The Result of Step 1

Student Teacher’s Code

Way in applying step 1

B1 - Guys...

- Please, listen me

B2 - Clapping hand three times

B3 - Clapping hand

B4 - Hello…

B5 - Hi…

B6 - Clapping hand and saying Okay guys…”

B7 - Shhhh! (finger at lips)

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B9 - Attention, please..!

Based on table 4.9, there were five student teachers from nine student teachers used cue, such as hello, hi, etc. They were B1, B4, B5, B8, and B9. Besides, there were four student teachers (B2, B3, B6, and B7) who used gesture to gain students’ attention, such as clap hand and finger at lips. Nevertheless, student teachers (B3 and B6) attracted students’ attention, their students were still noise.

2) Step 2

Table 4.8 explained that there were nine student teachers who applied step 2. The detail information is presented in table 4.10.

Table 4.10 The Result of Step 2

Student Teacher’s Code

Step 2

B1 - I have a short story about….

- I will give to you - Please read this story

- Then, I gave you worksheet - Do it by yourselves in 2 minutes B2 - This is a text about Cinderella

- I will give you one by one - Now, read it by yourselves - Do silent reading

B3 - We have learn some new vocabularies about….

- Now, look at the picture - One student gets one picture

B4 - I have a song and I think this song is familiar for you

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- Listen carefully - I will play twice

- Next, I have worksheet for you

B5 - All of you stand up please…!

- Make a line

- Look at and observe the picture in front of you

B6 - Now please open your book page 1

- It is about ”there are” and “there is”

- For example …

- And for asking you can use “how many…”

- Bisa menggunakan how many untuk menanyakan

- …….

- (in the middle of activity) she said Okay stop

-Sorry, karena saya belom membagi pairnya -You work in pair (using gesture)

B7 - Ok

- The first activity for our lesson - You should do my task

- This is for you

- You can discuss with your friends - I give you 2 minutes

- You can open your dictionary

B8 -I want you stand up

-Now, make a big circle

-I mean rearrange the chair in circle -You can see clearly? (showing picture) -Before I introduce about Mr. Jokowi, I

will introduce my friend to you -It is Carly (showing a little toy)

-If Carly goes to you, it means you have to answer the question from the people

-After Carly goes to you, you chose other person and other will answer your question about Mr. Jokowi

B9 - I have puzzle

- Please do not open the puzzle before I start it

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2. Based on the interview result about the problem in giving instruction, the researcher had found two problems. The detail of interview result are described as follows:

a. Getting students’ attention (step 1)

There were 59% student teachers who taught in practice teaching stated this problem. Getting attention from the students is the first stage before giving instruction. Nevertheless, some student teachers had difficulty to make their students focus to the students teachers.

b. Delivering instruction in brief step (step 2)

There were 41% student teachers who taught in practice teaching stated this problem. Student teachers had difficulty in giving instruction briefly. They gave instruction too long. Sometimes, they had difficult to find appropriate language that used to give instruction to the students. Their instruction also was not clear enough.

B.Suggestion

Based on the result of this study, there are some suggestions from the researcher that is stated as follows:

1. For student teacher

Based on the result of this study, there were student teachers who did not apply all of the steps when they gave instruction in classroom activities. Hence, those student teachers should definitely improve their ability in giving

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instruction through applying those steps completely. In addition, student teachers should aware to anticipate the problem that can happen during the instruction. It also can be reflection to give instruction well for the student teachers who are going to internship program.

2. For lecturer

Regarding the result of the study, the researcher suggest to the lecturer of practice teaching to give more explanation and practice to the student teachers in giving instruction well. It is because instruction is the small thing that has influence in teaching learning process. Besides, the lecturers are expected to help the student teachers to improve their ability in applying all of steps in delivering instruction completely.

3. For future researcher

As this study has limited, there are some development needed for the perfect research. The next researchers are expected to encourage conducting the research that related to the student teachers’ ability in giving instruction. There are some themes that can be taken for the next study, for instance: the causing factor of student teachers’ problem in giving instruction, the application of element of student teachers’ instruction and the quality of student teachers’ instruction in real classroom.

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