In Miss E class, the teacher had given the clear instruction for the students to answer the questions with complete sentences. However, in the execution, all students answered the
questions with one or two word only. Because all of students answers didn’t meet Miss E expectation, she asked them to do the exercise again with complete answers.
The second case the thought that they did the instruction correctly, however they were wrong happened in Miss L class. A student named Daren answered all of the questions
on his answer sheet with “in”. It actually didn’t meet the teacher’s expectation to answer with either “in” or “on”. However, he didn’t feel that he was wrong. He kept comparing his
answer with his peers and saying that his answers were correct. Unfortunately, there was no precaution from the teacher to correct his mistakes. During the discussion, the teacher didn’t
encourage him to change his incorrect answers and he also didn’t want to fix it. In accordance with the theory from the expert, the situation above exhibited Swift,
2008 opinion which stated that some students do not listen carefully what they have to do in order. Some students might also think that they have understood the instructions, when they
actually have not. This kind of problem called mismatch between the teacher’s instructions and the student’s activity. In other words, there is no compatibility between what the teacher
aims to and the intended student’s activity. Another instructional problems faced by the teacher from the observations and
interview conducted the writer discovered another problem, such as :
2.4. Giving instructions before gaining the students attention
Through the observations, it could be seen that the teacher occasionally started instructing before the students were ready enough to listen. It happened in Miss E class, when
the teacher instructed the students to answer in a complete sentences by saying “You have to
answer with complete sentences from number one to ten” nonetheless the instruction was delivered when the students were busy open the question sheet and read the questions listed.
Some of them were talking. As a result, it was found that all of them answered the questions in a short answer, they just wrote the answer directly. Another similar problem happened in
Miss I class, she instructed the students to spell their peer name after they have finished by saying :”If you have finished spell your name, please spell your peer name also” however,
the instruction was directed when the students were busy practicing the conversation which have not finished yet. The teacher gave the instruction without gaining the students attention
first, as the result only little students who spell their peer name.
CONCLUSION
The writer chose to analyze about the problem in giving instruction for Elementary student was because young learner have short attention span, they can easily get bored after
5-10 minutes which make them lose their attention and interest easily. Harmer, J, 2007. That is why the role of a teacher is important to them. They see teacher as a model in class. In
other words, primary age children learn through oral language, they are capable of developing good oral skills, pronounciation, and intonation when they have a good model
Piaget, 2009. So, the teacher have to give a clear instruction, so the students know what is expected from them and it also enables the teacher to check whether the student’s
performance is appropriate for the classroom situation Maria Debat, 2003. However, there are some common problems that can happen when teachers give
instructions, for example : selection of appropriate language, formulating and organizing effective classroom instructions, and not checking students understanding. Based on the
problems stated above, the writer wanted to find out if they occurred in the real context of teaching learning process.
