ANALYSIS OF TEACHING INSTRUCTIONS USED BY THE SIXTH SEMESTER STUDENTS OF EED IN ACADEMIC YEAR 2012/2013 IN TEACHING PRACTICE OF TEACHING DESIGN FOR YOUNG LEARNER CLASS

Generally teaching English in for young learners is not easy because it is the first time for the students to know about foreign language and they do not have enough attention to learn it. Teaching young learners has different way with teaching adult learners because the characteristics of them are different. Young learners cannot think logically, they tend to prefer playing than studying, therefore teaching techniques usually used to play the game or referred to learning while playing. In teaching learning process, the teachers have many problems to explain the material. Because the subject is a new material for them and the students have limited vocabulary. In the beginning school is a critical period for development, skills, knowledge, attitudes, values and attitudes that provide the basis for lifelong learning and continuous personal welfare. The early years of building experience the children had before start of school. The purpose of the writer is to find out the teacher’s instructions used by the sixth semester students of EED in academic year 2012/2013 in the teaching practice of teaching design for young learner class and also to find out the impacts of giving instruction to the students when teaching learning processes. In this research the writer use Qualitative Research and employs the descriptive method to explore the language research and employs the descriptive method to find the teacher’s instruction used in teaching learning process and also the impact of giving instruction to the students. It describes about the analysis of teaching instruction used by the sixth semester students of English Education Department of Muria Kudus University academic year 2012/2013 when they have teaching practice program. After conducting the research, the writer found the instruction such as Direct Instruction 87. 28% and Indirect Instruction 12. 72% (Interactive Instruction (6. 93%), Independent Instruction (1. 73) and Experimental Instruction (4. 06%). And the impact of giving instruction divided into two terms: positive impact (82. 65%) and negative impact (17. 34%). Based on the explanation above, the conclusion is, in the teaching learning process the teacher more active than the students, although the students passive they can understand what the teacher say. And the students also give more the positive impact when the teacher gives instruction to the student