The Teachers’ Instructions In English Classes At Elementary Schools In Panjang Kudus

Teachers’ Instruction has an important role in the successful of learning process. Teachers use it to manage the class. Without it, classroom management will be uncontrolled. Giving instruction for young learner in English class is more challenging, because it is the first time for them to know about foreign language. In fact, misunderstanding between the teachers’ English instructions and the students understanding often appears in the learning process. This research aimed to find out: (1) the types of instructions delivered by the English teachers of SD 1 and SD 2 Panjang Kudus in Academic Year 2015/2016, (2) the techniques for delivering instructions used by the English teachers of SD 1 and SD 2 Panjang Kudus in Academic Year 2015/2016, (3) the students’ responses toward the teachers’ instructions of SD 1 and SD 2 Panjang Kudus in Academic Year 2015/2016. The method that used was qualitative and used case study approach. The subjects of this research were fifth graders and two teachers of SD 1 and SD 2 Panjang Kudus in Academic Year 2015/2016. The instruments to collect the data were observation and video recording. The result of this research showed that: (1) the types of instructions delivered by the English teachers of SD 1 Panjang Kudus were 76% imperative, 15% interrogative and 9% declarative type of the total instruction’s types. Therefore the types of instructions delivered by the English teachers of SD 2 Panjang Kudus were 50% imperative, 34% declarative and 16% interrogative type of the total instruction’s types. (2) The techniques for delivering instructions used by the English teachers of SD 1 Panjang Kudus were 100% say-so-check, 91% step-by-step, 24% show-don’t-tell and 0% Students-recall technique. Therefore the techniques for delivering instructions used by the English teachers of SD 2 Panjang Kudus were 83% say-so-check, 55% step-by-step, 19% show-don’t-tell and 0% Students-recall technique. (3) The students’ responses toward the teachers’ instructions of SD 1 Panjang Kudus were 67% relevant response, 30% no response and 3% irrelevant response from total responses. Therefore the students’ responses toward the teachers’ instructions of SD 2 Panjang Kudus were 65% relevant response, 33% no response and 2% irrelevant response from total responses. In conclusion, the English instructions delivered and the technique used by the teacher of SD 1 and SD 2 Panjang Kudus is success because the dominant students’ response is relevant. The writer suggests for the teachers to deliver the English instructions in simple form and use appropriate techniques