xiv ABSTRACT
Atmanta, Quindarta Yudi, 2009: The Effect of Induction and Closure Technique towards the English Mastery of the 11th Grade Students of SMK BOPKRI Wates Yogyakarta. Yogyakarta: English Education Study Program, Sanata Dharma University.
It cannot be denied that learning is a sequential process which continues from time to time and relates one experience to another. This also happens in learning English. English language teaching is not only the case of delivering the language to the students, but how to make the language meaningful and functional in their life. The learning continuity can be bridged by the application of induction and closure technique in English language teaching. Through the application, students are always made aware of what they learned and will learn, the importance or objectives of their learning, how they will learn it to achieve the objectives, and of course how they apply the language in their real life context. The other advantages of the induction and closure technique are that there will be various activities to attract and focus students as well as to make them more enthusiastic for further learning. Unfortunately, in most of English language teaching in Indonesia, especially in formal schools, there are still a lot of teachers who are not aware of the importance of induction and closure technique. They still only focus on delivering the materials to the students and put aside the continuous and meaningful learning.
This study is an attempt to find out how actually the induction and closure technique in English language teaching affects students’ learning. By taking subjects from the 11th grade students of SMK BOPKRI Wates, Yogyakarta, the study is expected to be an alarm for the teachers that although induction and closure technique may only take a small portion in their teaching, they are very important to help students’ learning. There were two problems formulated in this study. First, what steps are conducted in the induction and closure technique is in English language teaching in SMK BOPKRI Wates, Yogyakarta. Second, how the induction and closure technique affects the students’ English mastery.
xv
xvi ABSTRAK
Atmanta, Quindarta Yudi, 2009: The Effect of Induction and Closure Technique towards the English Mastery of the 11th Grade Students of SMK BOPKRI Wates Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Tidak dapat dipungkiri bahwa proses belajar adalah sebuah proses berkesinambungan yang terus berlanjut dan saling berhubungan dari waktu ke waktu. Hal ini juga berlaku saat kita belajar sebuah bahasa, dalam hal ini Bahasa Inggris. Pembelajaran Bahasa Inggris bukan mengenai bagaimana menyampaikan bahasa tersebut kepada siswa, tetapi bagaimana membuat bahasa tersebut bermakna bagi siswa dan dapat dipergunakan dalam kehidupan nyata. Pembelajaran yang berkesinambungan tersebut dapat dijembatani melalui pembukaan (induction) dan penutupan (closure) di setiap akhir materi pembelajaran. Melalui teknik induction dan closure tersebut siswa disadarkan akan apa yang telah dan akan mereka pelajari, bagaimana mereka saling mendukung dan berhubungan satu sama lain. Siswa juga disadarkan pentingnya pembelajaran tersebut, tujuan yang akan dicapai dan bagaimana mencapai tujuan tersebut, hingga bagaimana menggunakannya dalam kehidupan nyata. Teknik induction dan closure juga membuat kegiatan pembelajaran lebih bervariasi sehingga siswa termotivasi dan bersemangat untuk belajar. Sayang, saat ini masih banyak guru Bahasa Inggris di Indonesia yang kurang menyadari hal tersebut. Masih banyak guru yang hanya fokus pada bagaimana menyelesaikan materi ajar dan menghiraukan pembelajaran yang berkesinambungan dan bermakna.
Studi ini merupakan sebuah usaha untuk mengetahui bagaimana sebenarnya teknik induction dan closure mempengaruhi penguasaan siswa terhadap materi ajar. Dengan menggunakan siswa kelas 11 SMK BOPKRI Wates, Yogyakarta sebagai subyeknya, hasil dari studi ini diharapkan dapat menyadarkan guru akan pentingnya teknik induction dan closure. Ada dua permasalahan yang diformulasikan. Pertama, teknik induction dan closure apakah yang dilakukan dalam pembelajaran Bahasa Inggris di SMK BOPKRI Wates, Yogyakarta. Kedua, bagaimana teknik induction dan closure tersebut mempengaruhi penguasaan siswa terhadap topik dan materi yang dipelajari.
xvii
i
THE EFFECT OF INDUCTION AND CLOSURE TECHNIQUE TOWARDS THE ENGLISH MASTERY OF THE 11th GRADE STUDENTS
OF SMK BOPKRI WATES YOGYAKARTA
A THESIS
Presented as a Partial Fulfillment of the Requirement to Obtain the Sarjana Pendidikan Degree
in English Education
By :
Quindarta Yudi Atmanta Student Number : 041214075
ENGLISH EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
iv
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I wrote, does not contain the work or parts of the work of other people, except those cited in the quotations and references, as a scientific paper should.
Yogyakarta, February 14, 2009 The Writer,
v
LEMBAR PERYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : Quindarta Yudi Atmanta Nomor Mahasiswa : 041214075
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
THE EFFECT OF INDUCTION AND CLOSURE TECHNIQUE TOWARDS THE ENGLISH MASTERY OF THE 11th GRADE STUDENTS
OF SMK BOPKRI WATES YOGYAKARTA
Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal 14 Februari 2008 Yang menyatakan,
vi
vii
ACKNOWLEDGEMENTS
I would like to thank God for His blessings so that I could finally finish this thesis. This thesis was written and finished with support and help from marvelous people to whom I would like to give my gratitude.
First, I would like to say my deepest gratitude to Paulus Kuswandono, S.Pd., M.Ed., as the sponsor and advisor of my thesis. I would like to thank for his time, help, guidance, and encouragement. My gratitude also goes to all of the lecturers in the English Education Study Program of Sanata Dharma University, for giving and sharing me their knowledge in the last five years.
I would also like to thank Drs. Sarmu Sunaryanto, the headmaster of SMK BOKRI Wates, as well as Ibu Meinar and Ibu Luppi as the English teachers in SMK BOPKRI Wates, and the 11th grade students of SMK BOPKRI Wates year 2008/2009, for allowing me to have a research in their school. I thank them for helping and guiding me during the research.
My thanks would also go to all of my friends and colleagues in Sanata Dharma University, especially to my Mahatma family, Niken, Dita, Fajar, Nugroho, Chris, and Riri, who always supported and helped me whenever I needed help to finish this thesis. Of course, I also have to thank my other friends, who I cannot mention one by one. I thank them for their support, knowledge, understanding and patience.
Finally, I would like to express my deepest love and gratitude to my beloved family. My father, Bapak Mudjiman, my mother, Ibu Christiana Sutiyem, and my brother, Prima Setya Nugraha. I thank them for always supporting and encouraging me so that I was so motivated to finish this thesis as soon as possible.
viii
TABLE OF CONTENTS
TITLE PAGE ………. i
APPROVAL PAGES ………. ii
STATEMENT OF WORK’S ORIGINALITY ………. iv
DEDICATION PAGE ……….. v
ACKNOWLEDGEMENTS ……….. vi
TABLE OF CONTENTS ………... vii
LIST OF TABLES ………. xi
LIST OF FIGURES ………. xii
ABSTRACT ………... xiii
ABSTRAK ………... xv
CHAPTER I. INTRODUCTION ………..……….. 1
A. Background of the Study ………... 1
B. Problem Identification ………. 2
C. Problem Formulation ….……….. 3
D. Problem Limitation ….………. 4
D. Objectives of the Study ……… 4
E. Research Benefits ………. 5
ix
CHAPTER II. LITERATURE REVIEW ……….. 8
A. Induction ………..………. 8
B. Closure ……….……….... 13
C. English Mastery …..………. 15
D. English Language Teaching in SMK ……… 17
E. Theoretical Framework ……… 20
CHAPTER III. METHODOLOGY ……….. 22
A. Research Methodology ……… 22
B. Research Participants ………... 25
C. Research Instruments ………... 26
D. Data Gathering Technique ……….. 27
E. Data Analysis ……….……. 30
F. Research Procedure ……….… 32
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ……….. 36
A. Data Presentation: The 11th Grade Students of SMK BOPKRI Wates ………. 36
1. The English level of the 11th grade students of SMK BOPKRI Wates ……… 37
2. The interests of the 11th grade students of SMK BOPKRI Wates ……… 41
x
1. The first three meetings treatment ………... 42
2. The last two meetings treatment ………. 49
C. How does the induction and closure technique affect the students’ mastery? ……… 54
1. Classroom observation ……… 54
2. Post-Tests ……… 59
3. Interviews ……… 69
CHAPTER V CONCLUSIONS AND SUGGESTION ………. A. Conclusions ……….. 82
1. Induction and closure technique that is applied in the 11th grade class of SMK BOPKRI Wates ……… 82
2. The effect of induction and closure technique towards the students’ English mastery ………... 83
B. Suggestions ……….. 85
1. Suggestions for English teachers ………... 85
2. Suggestions for other researchers ………. 85
REFERENCES ………. 87
APPENDICES ……….. 88
Appendix 1. Permission Letter 1 ……….. 89
Appendix 2. Permission Letter 2 ……….. 91
Appendix 3. Standard and Basic Competences for the 11th Grade of SMK ………. 94
xi
xii
LIST OF TABLES
Table 1. The Research Procedure Design ……….. 33 Table 2. Pre-Test Result for Office Administration Class ………. 37 Table 3. Pre-Test Result for Accounting Class ………. 39 Table 4. Classroom Observation 1 for Experimental Class ………….. 43 Table 5. Classroom Observation 1 for Control Class ……… 45 Table 6. Classroom Observation 2 for Experimental Class ………….. 45 Table 7. Classroom Observation 2 for Control Class ……… 47 Table 8. Classroom Observation 3 for Experimental Class ………….. 48 Table 9. Classroom Observation 3 for Control Class ……… 49 Table 10. Classroom Observation 4 for Experimental Class ………….. 50 Table 11. Classroom Observation 4 for Control Class ……… 51 Table 12. Classroom Observation 5 for Experimental Class ………….. 52 Table 13. Classroom Observation 5 for Control Class ……… 53 Table 14. Post-Test 1 Result for Office Administration Class
(Experimental Class) ………... 59 Table 15. Post-Test 1 Result for Accounting Class (Control Class) ..…... 61 Table 16. Post-Test 2 Result for Office Administration Class
xiii
LIST OF FIGURES
Figure 1. The Research Theoretical Framework ……… 21 Figure 2. Pre-Test Result Comparison ……… 40 Figure 3. Class Average Comparison from Pre-Test Result ………….. 41 Figure 4. Pre-Test and Post Test 1 Result for Office Administration
Class ………..……… 61
Figure 5. Pre-Test and Post Test 1 Result for Accounting Class …… 63 Figure 6. Class Average Comparison from the Pre-Test and Post-Test1
Result ……… 63
Figure 7. Pre-Test, Post-Test 1, and Post-Test 2 Result for Office
Administration Class ………. 65 Figure 8. Pre-Test, Post-Test 1, and Post-Test 2 Result for Accounting
Class ……….……….………. 67 Figure 9. Class Average Comparison from the Pre-Test, Post-Test1
and Post-Test 2 Result ……… 68
xiv ABSTRACT
Atmanta, Quindarta Yudi, 2009: The Effect of Induction and Closure Technique towards the English Mastery of the 11th Grade Students of SMK BOPKRI Wates Yogyakarta. Yogyakarta: English Education Study Program, Sanata Dharma University.
It cannot be denied that learning is a sequential process which continues from time to time and relates one experience to another. This also happens in learning English. English language teaching is not only the case of delivering the language to the students, but how to make the language meaningful and functional in their life. The learning continuity can be bridged by the application of induction and closure technique in English language teaching. Through the application, students are always made aware of what they learned and will learn, the importance or objectives of their learning, how they will learn it to achieve the objectives, and of course how they apply the language in their real life context. The other advantages of the induction and closure technique are that there will be various activities to attract and focus students as well as to make them more enthusiastic for further learning. Unfortunately, in most of English language teaching in Indonesia, especially in formal schools, there are still a lot of teachers who are not aware of the importance of induction and closure technique. They still only focus on delivering the materials to the students and put aside the continuous and meaningful learning.
This study is an attempt to find out how actually the induction and closure technique in English language teaching affects students’ learning. By taking subjects from the 11th grade students of SMK BOPKRI Wates, Yogyakarta, the study is expected to be an alarm for the teachers that although induction and closure technique may only take a small portion in their teaching, they are very important to help students’ learning. There were two problems formulated in this study. First, what steps are conducted in the induction and closure technique is in English language teaching in SMK BOPKRI Wates, Yogyakarta. Second, how the induction and closure technique affects the students’ English mastery.
xv
xvi ABSTRAK
Atmanta, Quindarta Yudi, 2009: The Effect of Induction and Closure Technique towards the English Mastery of the 11th Grade Students of SMK BOPKRI Wates Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Tidak dapat dipungkiri bahwa proses belajar adalah sebuah proses berkesinambungan yang terus berlanjut dan saling berhubungan dari waktu ke waktu. Hal ini juga berlaku saat kita belajar sebuah bahasa, dalam hal ini Bahasa Inggris. Pembelajaran Bahasa Inggris bukan mengenai bagaimana menyampaikan bahasa tersebut kepada siswa, tetapi bagaimana membuat bahasa tersebut bermakna bagi siswa dan dapat dipergunakan dalam kehidupan nyata. Pembelajaran yang berkesinambungan tersebut dapat dijembatani melalui pembukaan (induction) dan penutupan (closure) di setiap akhir materi pembelajaran. Melalui teknik induction dan closure tersebut siswa disadarkan akan apa yang telah dan akan mereka pelajari, bagaimana mereka saling mendukung dan berhubungan satu sama lain. Siswa juga disadarkan pentingnya pembelajaran tersebut, tujuan yang akan dicapai dan bagaimana mencapai tujuan tersebut, hingga bagaimana menggunakannya dalam kehidupan nyata. Teknik induction dan closure juga membuat kegiatan pembelajaran lebih bervariasi sehingga siswa termotivasi dan bersemangat untuk belajar. Sayang, saat ini masih banyak guru Bahasa Inggris di Indonesia yang kurang menyadari hal tersebut. Masih banyak guru yang hanya fokus pada bagaimana menyelesaikan materi ajar dan menghiraukan pembelajaran yang berkesinambungan dan bermakna.
Studi ini merupakan sebuah usaha untuk mengetahui bagaimana sebenarnya teknik induction dan closure mempengaruhi penguasaan siswa terhadap materi ajar. Dengan menggunakan siswa kelas 11 SMK BOPKRI Wates, Yogyakarta sebagai subyeknya, hasil dari studi ini diharapkan dapat menyadarkan guru akan pentingnya teknik induction dan closure. Ada dua permasalahan yang diformulasikan. Pertama, teknik induction dan closure apakah yang dilakukan dalam pembelajaran Bahasa Inggris di SMK BOPKRI Wates, Yogyakarta. Kedua, bagaimana teknik induction dan closure tersebut mempengaruhi penguasaan siswa terhadap topik dan materi yang dipelajari.
xvii
CHAPTER I INTRODUCTION
A. Background of the Study
The urgent need of mastering English in English as a foreign language
environment, such as in Indonesia, certainly cannot be separated from the way the
language is taught to the people of the country in the process of the English
language teaching. English language teaching in Indonesia has gained a great
focus since most of Indonesian people, especially students, have already got the
image of English as something that is very difficult to learn. This negative image
has motivated Indonesian English teachers to provide various ways of teaching
that can change Indonesian people’s view, especially Indonesian students' view to
English.
Arising student's motivation, encouraging and making sure that they
understand what they learn are very important in English language teaching.
Those two concerns are included into the induction and closure technique of
English language teaching. Induction and closure technique may only take a small
portion in English language teaching, but actually they are very significant for the
success of the whole activities. Good induction will bring a positive atmosphere
for the next activities, and excellent closure will make sure that students have
mastered the knowledge well and encourage them to learn more.
Induction is an effort to prepare students and focus them to the materials
which is going to be learned. A teacher does this not only at the beginning of a
lesson, but in each beginning of a learning topic. It can be done by establishing
students’ curiosity, being warm and enthusiastic, varying learning activities, using
teaching aids, and others. The teacher may also give instructions and relate
materials with students’ prior knowledge. Mentally prepared students are those
who know the purpose of their learning, what they are going to learn and how
they will learn it. Students who are focused and motivated will enjoy, be more
enthusiastic, and have better response towards the learning activities.
Closure is aimed to give a review and encouragement on what the students
learn, to know their achievement as well as to provide feedbacks for the
teaching-learning activities conducted. It can be done by making a review and giving
assignments or tasks to apply what the students have learnt. Closure is also done
not only at the end of a lesson, but at the end of each learning topic. Closure will
encourage students to apply their knowledge and motivate them to learn more.
However, induction and closure technique does not include routine
activities which are done by teachers, such as checking students’ presence, asking
students to prepare their books, asking students to pray before going home and
others. Those activities may need to be done, but they are not included to
induction and closure technique. Induction and closure technique is activities
which have direct relationships with the materials taught or learnt.
B. Problem Identification
Unfortunately, some Indonesian English teachers still do not realize the
activities without building students' interest and focusing them on what is going to
be learned. The same problem also occurs in setting the closure. Some teachers do
not make a review on what has been learnt and even mostly they just directly give
homework and then dismiss the class. This kind of teaching surely will not make a
better atmosphere in English language teaching; in fact, it will make it worse since
students will not be interested in learning it.
Based on informal observations, most of English teacher candidates,
studying in English Education Study Program, Faculty of Teachers Training and
Education in Indonesian universities have acknowledged this lack of students'
interest and motivation as a great problem that must be solved. They would like to
make English to be more interesting for the students by building their attention,
interest and motivation to learn it. They also make the English learning to be more
interesting by making a review on the whole activities and encouraging them to
actively study by themselves through various interesting activities. Unfortunately,
some teacher candidates have another problem; they do not have enough
references about the sets of induction and closure technique in English language
teaching. Therefore, more references in setting induction and closure technique
will give more variation on their English language teaching resulting on students'
higher interest and motivation to learn and master it.
C. Problem Formulation
Based on the previous explanation, the problem of the study will be
1. What are the steps of the induction and closure technique conducted in the
English language teaching in SMK BOPKRI Wates, Yogyakarta?
2. How does the induction and closure technique affect the students’ English
mastery?
D. Problem Limitation
Among the problems presented, this study is focused on providing and
analyzing the effect of induction and closure technique in English language
teaching. In this study, the writer made some limitations. First, the writers
concerned about the way teachers open or set induction and close or set closure on
their English language teaching. Second, the writer concerned about the effects of
the induction and closure technique in English language teaching. Third, this
study is conducted by taking the English language teaching activities conducted in
SMK BOPKRI Wates, Yogyakarta as the subject of the study.
E. Objectives of the Study
The objectives of the study are to answer the questions in the problem
formulation:
1. Knowing the steps of the induction and closure technique in English language
teaching in SMK BOPKRI Wates, Yogyakarta
2. Knowing how the induction and closure technique affects students’ English
F. Research Benefits
The result of this study is expected to give valuable contributions to people
who concern with English language teaching as follows:
1. For English teachers, this study can serve as an input to develop teachers'
competence in English language teaching and how to arise students' interest
and motivation on English through setting good induction and closure
technique in their English language teaching. From this study, it is expected
that their teaching activities can be more effective and rich so that the students
will not be afraid and bored to learn English.
2. For English teacher candidates, this study is expected to be an input for them
to create a contemporary English language teaching, which pays a great
attention to the students' interest and motivation to learn English through
excellent sets of induction and closure technique. This study is also expected
to inspire English teacher candidates to create their own induction and closure
technique to foster students’ interest, motivation, understanding and mastery
towards English.
3. Further Studies. This study is expected to support another study related to
English language teaching activities, which employ activities to raise students'
interest and motivation towards English. Induction and closure technique
presented in this study can also be improved, developed, or implemented
G. Definition of Terms
The followings are some definitions of terms used by the writer in writing
this study:
1. Induction and closure technique
Induction in English language teaching is activities to create an
atmosphere in such a way that students' interest will be set upon the topic they are
going to learn. It is conducted at the beginning of each learning material
(Abimanyu, 1984:2).
Closure is activities in English language teaching in order to ensure
students’ mastery on the skills and material being focused and learned and arise
their motivation to learn the skills and materials more. It is conducted at the end of
each learning material (Abimanyu, 1984:3).
Induction and closure technique is a technique of creating a supporting
atmosphere for the students to learn at the beginning of the lesson and ensuring
the students’ mastery towards what they have learnt in the lesson at the end of it.
2. The effect of induction and closure technique:
The effect of induction and closure technique in this study is meant by the
result of the technique application towards the students’ learning, whether the
technique has positive or negative effect or even does not affect their learning at
all. The effect covers the students’ response towards the technique, which is
reflected in their involvement in the learning, and also the students’ achievement,
3. SMK BOPKRI Wates Yogyakarta
Sekolah Menengah Kejuruan (SMK) is a vocational senior high school
which gives more advanced formal education than elementary school and junior
high school. A vocational senior high school is the continuity from the basic
education, which runs a three-year education program (Depdiknas, 2007).
Different from regular senior high schools (Sekolah Menengah Atas; SMA), SMK
focuses the students directly to certain fields, the fields that are needed in the
working environment in the society. Therefore SMK graduates sometimes are
considered to be more ready to enter the working environment since they learn
and practice the fields in their schools.
SMK BOPKRI Wates itself is a vocational high school which concerns on
accounting and office administration. Located in Wates, Kulon Progo,
Yogyakarta, this school is supported by BOPKRI (Badan Oesaha Pendidikan
Kristen) Foundation, a Christian based educational foundation. The graduates of
SMK BOPKRI Wates are mostly received as employees in companies either as
office administrators, accountants or secretaries.
4. The English Mastery
The language mastery is the ability to master a language and produce them
creatively based on its rules to express their mind. The mastery of English skills
then is the learners’ ability to master the English skills and produce them in order
to speak their mind out. In this study itself, the mastery of English also concerned
CHAPTER II LITERATURE REVIEW
In this chapter, the writer would like to discuss theories related to the
study. This chapter includes the theory of induction, the theory of closure, the
theory of English mastery, the theory of English language teaching in SMK, and
finally the theoretical framework of the study.
A. Induction
Induction is activities which are conducted by a teacher to create a
mentally prepared situation and focus students’ attention to the materials that are
going to be learned. The induction technique is not just delivered in the opening
of the class, but in the beginning of a new learning topic (Abimanyu, 1984:2). It
can be conducted that by making use a discussion or a question and answer
process or showing a device to encourage students to focus and learn (Brown,
1975:87). The purpose of induction technique is to clarify the goals of the
teaching-learning activities and use students’ present knowledge and skills to be
involved in the lesson (Allen and Ryan, 1969:19). It is also aimed to prepare the
students for an appropriate and encouraging teaching-learning situation
(Abimanyu, 1984:2).
Setting induction will direct students’ attention to the learning tasks and
sequences, and there has been an experimental research showing that the
appropriate and various induction will affect learning outcomes (Aubertine, 1964;
Gage, 1972 in Brown, 1975:87). Therefore, it is important to choose the
introductory part of teaching-learning activities carefully. The factors that a
teacher has to concern are the media and device used and also the students’
characteristics and interests. Telling a story or humor which have no relationship
with the topic may attract students’ attention but it will not be helpful to help
students to focus and master the materials going to be learned (Abimanyu,
1984:5). Another example of an inappropriate induction is by showing a device
that is meant to help students to focus and brainstorm on the topics being learned,
but in fact it distracts their attention to the material itself; students will not focus
on the materials that the teacher wants them to focus on. For instance is by using a
female picture as an illustration. Students will look at it attentively but it is
unlikely that all of them are listening to the teacher’s explanation (Brown, 1975:
87).
Meanwhile, according to Abimanyu (1984:7) the students’ characteristics
and interests will deal with their age, sex, and economic-social condition. For
example, children will mainly very love to listen to stories, playing toys. Teenage
and adults will love to have discussions, analysis, and practical activities, such as
role-playing. By paying attention to these factors, students will get more
motivated since they attend what they really want to do.
However, there have been observations showing that teachers often spend
little time to prepare their class activity resulting on the inappropriate briefest
introduction in their classes (Allen and Ryan, 1969:18). There are possible reasons
forget to do it, second, they run out of time, third, they have no ability to make an
induction. This situation will take result in the students’ perception towards a
boring, difficult, and uninteresting lesson which brings result in their low
motivation to learn it (Abimanyu, 1984:4). Another important point in setting
induction is that the activities conducted in it must be meaningful, meaning that it
must be appropriate, contextual and will support students’ mastery towards the
lesson. Therefore, teachers and teacher candidates must be capable and have
enough experience and practice to conduct induction in their teaching-learning
activities.
There are four main components that have to be concerned by teachers or
teacher candidates in setting induction:
1. Getting students’ attention (Abimanyu, 1984:6). It can be done through:
a. Teaching style:
It includes gestures, postures, standing position, and intonation. Giving too
much unnecessary and awkward gestures and postures will distract students to
focus on the materials. Inappropriate standing position and weak intonation will
also hinder students to pay attention to what they should pay attention to.
Therefore, neat dress, appropriate movements, good positioning and clear
intonation will attract students’ attention and focus them on the lesson.
b. Using teaching aids:
It includes pictures, model, or scheme to attract students’ attention and
c. Various interaction patterns:
it includes questions and answers, discussions, showing devices or tools to
be discussed, etc.
2. Arising students’ motivation (Abimanyu, 1984:7). It can be done by:
a. Being warm and enthusiastic
b. Arising students’ curiosity
c. Maximizing students’ interests
3. Structuring (Abimanyu, 1984:8). This can conducted through:
a. Stating the goals and the activities going to be conducted to achieve them
b. Suggesting the steps to do in order to achieve the goals
c. Reminding students about what is going to be learned
d. Questions and stimulus
4. Making a chain (Abimanyu, 1984:9).
It can be done by making a relation between students’ prior knowledge
and the materials going to be learned. Then teachers will compare them to form a
new mastery towards the topics.
Induction is surely a very important part in English language teaching. Its
aim to focus students to the learned materials and skills will help them to pay
attention and give appropriate responses for the whole activities resulting in good
mastery towards the lesson. Another positive point, which induction has, besides
focusing students to the lesson, is that induction also gives motivation to students
to learn English. The way it relates students’ prior knowledge and the lesson they
learn the language. The prior knowledge itself is not only the cognitive knowledge
they posses through formal schools but also from the experience they have in their
life, including their favorites or even hobbies. This contextual and real used
language will make the students aware of the importance of the language and have
great motivation to learn it. Motivation is one of the keys that influence learners’
success in learning a foreign language (Dornyei in Brewster, 2002; 218). When
learners have no motivation to learn English, teachers will have more difficulty in
doing their jobs. If learners have negative impression towards the language, and
feel that they are not good at it, they may not get a good achievement in learning it
(Brewster, 2002; 219). Therefore, it is clear that induction is very important to
raise students’ interest and motivation which will bring result in their well
achievement in learning English.
From the theories presented above, there are several things that are
important to note in applying induction. Induction has to be meaningful for the
students. It means that induction has to support students to master the materials
and topics learned, and not distract them from the lesson itself. What teachers do
in order to attract students’ attention to the lesson must also be related to the
lesson itself. Therefore, unnecessary aids, gestures and postures, although they are
very interesting and they attract students’ attention, they will be useless if they
have no relation at all with what the students are going to learn. It may happen
that when they are all done, the students will not pay attention to the lesson
anymore since they are not aware of the importance of what they are going to
B. Closure
Closure in English language teaching is activities to close the lesson by
making a review on the materials being taught, evaluating students' mastery on the
materials being learned, encouraging students to learn more and preparing them
for the next English language teaching meeting (Abimanyu, 1984:3). There are
two types of closure: cognitive and social (Brown, 1975:89). Cognitive closure is
focused on consolidating what the students have learnt and focusing their attention
on the main points covered in the lesson. Cognitive closure focuses on the
materials. Meanwhile, social closure is focused giving the sense of achievement to
the students in order to encourage them to continue learning. Social closure
focuses on students’ encouragement.
As proposed by Allen and Ryan (1969:20), closure is extremely valuable
at the end of a lesson and particularly at the end of a unit. There are three
approaches that can help teachers to make sure that the students have mastered the
materials being taught or not. First, teachers make a review on the process having
been done in learning the new materials. Second, teachers apply the materials to
similar examples and cases. Third, teachers extend the materials to new or
different situations.
Similar to the induction, most teachers also do not conduct appropriate
closure or even do not do it at all. The reasons for them to do so are also the same
with the case in setting induction, that they forget, have no more time, or have no
There are some components in setting closure in order to check students’
full mastery on the materials being learned (Abimanyu, 1984:11), they are:
1. Demonstration:
Teachers may ask students to demonstrate what they have learnt
2. Applying the new knowledge to a different situation:
For example, after learning passive voice, then teachers may ask students
to apply it in a situation that is different from the one used in the previous
activities.
3. Expressing students’ own opinion
Teachers may ask students about their own opinion towards the topic
being learned and it may also concern with the effectiveness of teaching-learning
activities having been conducted.
4. Written assignments
Teachers may ask students to do some written assignments. It can be
conducted as quiz or as homework.
Closure is very important to be applied in English language teaching.
Closure becomes the completion of induction. After the students are motivated to
learn English, then closure will become a field to apply what they have learnt
enthusiastically. Through closure students will make or have a review of the
materials they learned so that they will have better understanding. Students will
also have opportunity to apply what they have learnt to a contextual and real
environment. Therefore, the task or assignment given in closure must encourage
more about English. Closure also becomes the answers of students’ interest and
curiosity which are arisen in induction. It will make them satisfied, actively learn
the language, and have more questions to be answered in further learning. The
answer to knowledge will make us satisfied and lead to other curiosity and
questions about the knowledge (Green, 1971; 195).
Another advantage of conducting closure is that it can provide feedbacks
for the teaching learning activities conducted. Students’ achievement and opinion
will become the evaluations for the English language teaching. It helps teachers to
evaluate whether the English language teaching activities, including the induction
and closure technique, are effective for the students to master the materials and
skills or not. From this feedback the teachers will be able to find the best activities
for their students to learn English.
C. English Mastery
The English mastery is the ability to either perceive or produce English,
covering the four English skills; listening, speaking, reading and writing skills.
1. Listening skill:
The listening skill is the ability to perceive, understand and comprehend
English sounds. The advantage of the skill is that by using the skill the learners
would be able to get and maximize the exposure on English sounds. From the
English native sounds, learners would be able to know English grammar, semantic
rules as well as its paralinguistic elements, such as pitch, tone, stress and
2. Speaking skill:
Speaking skill is the oral skill of the language; the ability to communicate
orally using English. This skill would not only concern on the ability to speak, but
also on the paralinguistic elements, such as pitch, tone, stress and intonation as the
additional factor to knowing the language’s grammatical and semantic rules
(Shumin in Richards and Renandya, 2002:204).
3. Reading skill:
Reading skill is the ability to comprehend English in the written form text.
Reading skills would be beneficial for the learners’ career, study or just to gain
pleasure (Shumin in Richards and Renandya, 2002:273). The other benefits of
reading are that the reading activities in English language teaching would enable
learners to learn new topics, have discussion, and also study the language itself;
its vocabulary, grammar, idioms, etc. The graphical form of the language will help
learners to see the forms of the language easily so that they will be able to discuss
and learn its elements.
4. Writing skill:
The writing skill is the ability to produce the language in the written form
or text. In this skill, learners are required to be able to generate and organize their
ideas as well as translating them in the written text form. The spelling,
punctuation and word choices are the factors that cannot be neglected in this skill.
Therefore, writing skill is the most difficult and complicated skill of a language
English skills are the basics of English. These skills enable English to
acquire its core function, which is as the mean of communication. As the theories
above proposed, the four English skills, namely listening, speaking, reading and
writing skills, are connected one to another. One skill would support the other
skills. English skills are divided into two parts; inputs and outputs. Inputs would
help students to have models which therefore would be used to help them perform
the outputs. The inputs include listening and reading. Listening skills would help
students to perform the speaking skill since they cover the sounds of English.
While reading would help students to perform the writing skills since they cover
the written forms of English.
In the relationship with induction and closure technique, for sure, those
four skills can be integrated in order to motivate students to learn English which
will bring result to their well mastery. The inputs can be used in induction, while
the outputs can be applied in closure. Therefore, when English language teaching
takes place, a whole teaching learning activities would be conducted. And when
those skills could cover and support each other, English would be useful for its
main purpose as the mean of communication. This would also bring an advantage
that students will not be afraid of English anymore, but they will love it and learn
it more since they know that it is very useful and applicable in their life.
D. English language teaching in SMK
Sekolah Menengah Kejuruan (SMK) or vocational senior high school
fulfill the competences required by industry, business or profession association
(Depdiknas, 2007; 8). SMK students are expected to be able to cover the norms as
social people, adapt and fulfill the requirements asked by the society and working
environment. They are proposed as the normative, adaptive, and productive
programs which SMK has to organize for students (Depdiknas, 2007; 9).
English language teaching in SMK also covers those required
competences. English has a central role in students’ intellectual, social and
emotional developments and it supports them to learn all study fields. It enables
students to know themselves, their own and others’ cultures. English also enables
students to express their opinions and feelings, participate in society, and develop
their analysis and imaginative skills. English will arm students with the ability to
understand and express information based on their skill programs to the society
and working environments. English language teaching in SMK is aimed to master
the four English skills to reach the competences, and apply the mastery to
communicate orally or written (Depdiknas, 2007; 51).
The standard competences of English language teaching in SMK are
divided into three levels: novice, elementary and intermediate levels (Depdiknas,
competences for this level are to understand simple daily conversations in
personal or professional contexts with non-native speakers, write simple messages
either through direct or indirect interaction, describe job and educational
backgrounds written and orally, retell jobs in the past and future, express various
intentions, understand simple instructions, make short messages, instructions and
lists with acceptable words, spellings and grammar.
SMK BOPKRI Wates, Yogyakarta also follows the competences
determined by Departemen Pendidikan Nasional/Depdiknas (National Education
Department), including the aims, standard and basic competences of English
language teaching. From those competences, the four English skills are covered in
social and working environment contexts, in this case accounting and office
administration. In order to make English meaningful for students, the English
language teaching has to be contextualized to the fields they learn and cover,
either for their personal life, social life or the working environment. The
contextualization of the skills can be used to motivate students since they know
that what they learn is useful and applicable in their daily life, therefore, it should
be maximized in the induction and closure technique. When students realize and
are ensured that what they learn are in accordance with the context they need to
cover, they will give better and appropriate responses and have motivation learn.
E. Theoretical Framework
The writer used the theories proposed above as the base of the research.
1. Identifying research subjects’ characteristics:
The students’ characteristics and interests deal with their age, sex and
economic-social condition. The analysis of the research subjects became the base
for the next steps, which are analyzing the effects of induction and closure
technique. This analysis of characteristics helped the writer to analyze how the
induction and closure technique helped the students to master the English skills or
even, on the contrary, hinder them or give no significant effect at all. The writer
also added academic factor as a consideration.
2. The application of induction and closure technique:
The application of induction and closure technique was observed by
making use the theories of what activities are included to induction and closure
technique. As Brown proposed, induction can cover a discussion or a question and
answer process or using teaching aids. Allen and Ryan proposed to activate
students’ prior knowledge in setting the induction. While, Abimanyu proposed
that induction should cover getting students’ attention, arising their motivation,
structuring and making a chain. The application of induction itself, as Allen and
Ryan proposed, may cover three approaches; making a review, applying the
materials learned, and extending them to new or different situations. Abimanyu
also added that closure cover demonstration, applying the materials to a different
situation, expressing students’ opinion and giving them assignments.
3. Analyzing the application of induction and closure technique:
The application of induction and closure technique was analyzed by
writer analyzed whether induction and closure technique gave positive, negative
or in fact no effect at all towards the students’ motivation and mastery. The writer
also analyzed, as Abimanyu, and Brown proposed, whether induction could focus
and motivate students and affected their learning outcomes or not. The writer
analyzed, as Brown proposed, whether closure focused the students on what they
learned and encouraged them to learn more or not.
The writer proposed the theoretical framework of the research in the
[image:42.612.96.517.212.605.2]following diagram:
Figure 1. The Research Theoretical Framework
Identifying students’ characteristics: Age, sex, social-economic, and academic
backgrounds
The application of induction and closure technique:
The activities
Analyzing and interpreting the application of induction and closure technique: Paying attention to students’ motivation and
mastery as the result of the induction and closure technique application and what makes
them give positive, negative, or no effects at all to students’ mastery.
F e e d b a c k
CHAPTER III METHODOLOGY
In this chapter, the writer discussed the methodology which was used to
gather the data for the study. This chapter presents Research Methodology,
Research Participants, Research Instruments, Data Gathering Technique, Data
Analysis, and Research Procedure.
A. Research Methodology
In order to obtain the data for this study, the writer conducted a research.
The nature used in the research was a mixed-nature between qualitative and
quantitative researches. Qualitative research was used since it promotes broader
and more natural data. It enabled the researcher to obtain the data needed based on
the real behavior of the research participant. Qualitative research argues that
human behavior is bound to the social reality (Ary, Jacobs and Razavieh,
1990;444). By using the qualitative research, the researcher was able to gather the
data from various medium found during the data gathering, such as the learning
atmosphere, students’ enthusiasm, teachers’ competence in teaching, and so on.
This medium enabled the researcher to have a broader observation. By having a
broader and natural data, the data gathered by the researcher were more valid and
reliable to answer the research questions.
On the other side, the quantitative research was applied in order to get
physical evidences from the data gathered. Those evidences supported the analysis
and the result of the study. Quantitative research condenses data to see the main
picture of the study, while the qualitative research enhances the data to see the key
aspects of the study. Therefore, quantitative and qualitative researches can be used
to support each other (Ragin in Neuman, 2006; 16).
The data gathered were used to answer the questions asked in the problem
formulation. The questions are: What are the induction and closure technique
conducted in English language teaching in SMK BOPKRI Wates, Yogyakarta?
How does the induction and closure technique affect students’ English mastery?
To answer those questions, the researcher conducted an experimental study. In
this experimental study a researcher considers the factors that may influence a
particular condition (Leedy and Ormrod, 2005: 217). Experimental study enabled
the researcher to make a research on the real behavior of the studied participants
towards the determined treatments in order to answer the research questions. By
using the experimental study, the researcher was also able to observe any related
and connected objects, such as the classroom situation, learning aids, and others,
while observing the subject or participants. Experimental study enabled the
researcher to see how induction and closure technique really affected the
participants since they were exposed in two situations where the induction and
closure technique was present or absent, which means that the experimental and
control groups were present. This, again, provided a valid and reliable data for the
researcher.
In this study, the researcher conducted library research, classroom
library research, classroom observation and interviews. And in order to answer the
second question the researcher used the library research, classroom observation,
interviews and tests.
1. The library research:
The library research provided the references of previous researches and
theories in English language teaching, especially in setting the induction and
closure technique. Therefore it became the base for the research. The library
research provided the theories in induction and closure technique which helped
the researcher to analyze its application and effect towards the students’ learning.
2. The classroom observation:
The classroom observation was conducted to know the reality of the
English language teaching in SMK BOPKRI Wates, Yogyakarta. By doing the
classroom observation, the writer was able to make a cross-check to the real
application of induction and closure technique in English language teaching in
SMK BOPKRI Wates, Yogyakarta, which also enabled the researcher to analyze it
in terms of its effect for the students.
3. Interview:
Meanwhile, the interviews were conducted in order to complete the data.
From the interviews, the researcher gained more contextual and complete data
since the researcher was able to explore more information from the participants.
The interviews were conducted to know what how the students’ response towards
4. Tests:
The tests were conducted in order to measure the students’ mastery.
Through pre-test and post-tests, the researcher was able to make statistics to see
the effect of induction and closure technique towards the students’ English
mastery.
B. Research Participants
The participants of the study were fifty students of the 11th grade class of SMK BOPKRI Wates, Yogyakarta. The 11th grade class students were chosen since they already had enough experience in learning English. They had learned
English in formal schools at least for five years since they were in junior high
school, some even longer. But, since SMK BOPKRI Wates, Yogyakarta, in fact,
was not a favorite school in Wates, therefore most of the students learning there
were not the best students. It was also the same in the term of the students’
English skills. Although they had had enough experience with English, but
generally, their English skills were poor. However, this fact brought a positive
point for the study since the students’ mastery and motivation were mainly
determined by the way their teachers teach English to them.
The students were divided into two classes, the accounting and the office
administration classes. As what the researcher said previously, that this study
involved experimental and control classes. An experimental class is a class that
participates in an intervention while a control class receives no intervention, the
220). In this study, a class played the role as an experimental class where
induction and closure technique was conducted, while another class became a
control class where the induction and closure technique did not take place. Those
two classes took turns in playing the roles; as the experimental and control
classes. From the result of the treatments towards those classes, there were
comparisons on how actually induction and closure technique affects students’
mastery towards English skills.
C. Research Instruments
The instruments used in this study were the classroom observation sheets,
students’ worksheets and interview check list.
1. Classroom observation sheets:
The classroom observation sheets covered the notes written during the
observation concerning to the application of the induction and closure technique
in an English language teaching classroom. The other factors noted in the sheets
were the students’ response towards the induction and closure technique, whether
they were motivated and learned effectively or not. The surroundings
environment, having any effect to the students’ learning, was also considered
important to be written, for instance, the teaching aids, classroom condition, and
others.
2. Students’ worksheets:
Students’ worksheet consisted of students’ handouts and test sheets. The
worksheets showed how the induction and closure technique conducted in the
English language teaching affected their mastery. The worksheets from the
experimental and control classes were compared and therefore there was an
indication how actually induction and closure technique affected the students’
English mastery.
3. Interview checklist:
Meanwhile, the interview checklist covered the questions needed to be
asked in the interviews. The checklist was only used as a guide for the researcher
to conduct the interviews; the questions might be changed or developed during the
interviews by paying attention to any incidental matters to ask.
By conducting these instruments, the data gathered were systematic and
easier to analyze. Those instruments; the classroom observation sheets, students’
worksheets and interview checklist, were used to answer the first and second
questions in the problem formulation since they covered the application and effect
of the induction and closure technique.
D. Data Gathering Technique
In gathering the data, the researcher conducted four techniques, namely,
library research, classroom observation, test and interview.
1. Library Research:
The library research was conducted in the library of Sanata Dharma
University and in some bookstores, which provide relevant books for the
library research was also conducted in the form of internet studies. It was
conducted in some internet centers enabling the writer to access some websites
which are relevant to the study. As mentioned previously, this research became
the basis of the following instruments and data analysis.
2. Classroom Observation:
The classroom observation was conducted in SMK BOPKRI Wates,
Yogyakarta. This observation was conducted in sixteen class meetings for two
classes; eight meetings for each class. Three meetings were used for pre-test,
post-test 1, and post-post-test 2. Five meetings were used for the process of English
language teaching as well as the induction and closure technique application. The
observation paid attention to observe what induction and closure technique the
teacher used and how it affected students in learning English. The categorizations
on the application of induction technique are as described as follows:
a. Teacher related the previously-learned subject and the subject going to be
learned
b. Teacher stimulated the students to focus to the subject or topic going to be
learned
c. Teacher introduced the activities and objectives of the teaching-learning
going to be conducted
Meanwhile, the categorizations on the application of closure technique are
as described as follows:
a. Teacher made a review on the topic learned
c. Teacher informed the students what they are going to learn in the next
meeting
Another categorization, observed in this research, was how the induction
and closure technique affects the student’s understanding on English. The
observation also focused on the students’ response, whether they were interested,
motivated, and focused to the materials being learned or not. This also involved
the learning environment and others third-party objects which might be related
and connected with the research. The categorizations observed may change as
long as the induction and closure technique conducted was proven to be effective
to foster students’ English mastery.
3. Tests:
The tests were conducted in the forms of pre-test and post-tests. The pre
test was conducted in the beginning of the research. This test was aimed to
determine the students’ English skills background. Meanwhile, the post-tests were
aimed to see how the application of induction and closure technique affected the
students’ learning. The post-tests were conducted twice; after the first three
meetings and after the last two meetings since the two classes took turns in
playing the role as experimental and control class after the fourth meeting.
Therefore, the researcher could compare the result when each class experienced
experimental and control classes by considering each test result..
4. Interviews:
Meanwhile, the interviews were held after the post-test 1 and post-test 2.
class. The main focus of the interview is to check whether the reason and purpose
of the induction and closure technique; the expectation to the students’ learning
achievement from the induction and closure technique were in line with the
students’ opinion or not and whether the sets of induction and closure technique
conducted in the lessons really worked well for them and helped them in raising
interest and motivation in learning and understanding the skills and materials
learned or not.
The researcher used the techniques of library research, classroom
observation and interviews to answer the first question in the problem
formulation. While to answer the second question the researcher used the library
research, classroom observation, interviews and tests.
E. Data Analysis
The data gathered from the classroom observations and interviews were
analyzed by using narrative and descriptive analysis. The induction and closure
technique was listed and analyzed on the purposes, and the students’ response;
whether those sets of induction and closure technique could foster their interest,
motivation and mastery towards English or not.
In order to check whether the induction and closure technique applied was
effective to foster students’ motivation and mastery towards the learned skills and
materials or not, the data were analyzed by comparing the data gathered through
the three instruments above; classroom observation sheets, students’ worksheets
1. The library research and classroom observation:
The library research as the basis of the study was used to underlie the
researcher’s understanding and expectation towards the sets of induction and
closure technique applied. This understanding and expectation then were
compared with the result of the classroom observation to see the real application
of the induction and closure technique. The classroom observation described what
technique conducted and how it affected the students’ learning.
2. Students’ worksheet (tests) and interviews:
Then, the data were triangulated with the students through the interviews.
The interviews covered the application of induction and closure technique, and the
students’ opinion and achievement. The students became the determiners whether
the applied induction and closure technique was really effective and useful to help
them mastering the skills and materials learned. Another determiner to see the
effect of induction and closure technique was seen from the test result. The
researcher compared the pre-test and post-tests result to see the progress in the
students’ learning after experiencing experimental and control classes.
In analyzing the test result, the researcher used descriptive statistics. It
summarizes the general nature of the data and it describes the data as they look
like, for example, the average of certain characteristics, how characteristics are
closely related, and others (Leedy and Ormrod, 2005: 30, 252). In the study the
researcher calculated the average score of the tests to be compared and analyze.
calculating the sum of all the scores and dividing it by the total number of scores.
In symbols it is formulated as follow (Leedy and Ormrod, 2005: 30, 258):
N X M = ∑
M = mean
∑ X = the sum of all scores
N = the total number of scores
The mean was also used to determine the class’ English level average. The
class average was determined by using the following classification:
English level grade = 9 – 10 = intermediate – expert 7 – 8.9 = intermediate
0 – 6.9 = beginner
F. Research Procedure
In general, the research could be represented in five big steps:
1. Pre-observation : library research, prior observation and pre-test
2. Treatment 1 : classroom observation for the first three meetings
3. Post-observation 1 : post-test 1
4. Treatment 2 : classroom observation for the last two meetings
The design could also be drawn in the following table:
Table 1. The Research Procedure Design Time Æ
Class A Pre-Obs T1 Post-obs 1 - Post-obs 2 Class B Pre-Obs - Post-obs 1 T2 Post-obs 2
Pre-Obs = Pre Observation T1 = Treatment 1 Post-Obs 1 = Post Observation 1 T2 = Treatment 2 Post-obs 2 = Post-Observation 2
From the table we could see that the classes took turns in playing the role
as the experimental class. Class A in the first turn; the first three meetings, played
the role as the experimental class and experienced the induction and closure
technique while Class B, playing the role as the control class, did not experience
the treatment. In the turn; the last two meetings, the roles were exchanged. Class
A, as the control class, did not experience the treatment while Class B, as the
experimental class, experienced it. The result of the design was then analyzed.
1. Pre-observation:
a. Conducting a library research:
In this step, the writer attempted to find appropriate books and documents
which supported the study. The books and documents were used as the guidance
b. Conducting prior classroom observation and pre-test:
After gathering data from the library research, the researcher conducted a
prior classroom observation. The prior classroom observation was conducted to
gather information about the students’ characteristics and background.
Meanwhile, the pre-test was conducted in order to know the students’ English
level.
2. Treatments: conducting the classroom observations
The writer conducted classroom observations over sixteen class meetings
in SMK BOPKRI Wates, Yogyakarta. The writer concerned with the sets of
induction and closure technique used in the English language teaching and the
effectiveness of the induction and closure technique concerning with the students’
response and understanding on the materials being taught. The worksheets done
by the students were also collected to support the researcher’s analysis and to see
whether the application of induction and closure technique affected students’
learning or not.
3. Post-observations:
a. Conducting post-tests
The post-tests were conducted after the fourth and seventh meeting. The
post-tests were conducted to compare the students’ English mastery after
experiencing experimental and control classes.
b. Conducting the interviews
The next procedure did by the researcher was conducting interviews to
reasons and purposes of the induction and closure technique applied in the
classroom with the students’ response and achievement towards the induction and
closure technique.
4. Analyzing the data
The last procedure done was the data analysis. The analysis concerned on
the induction and closure technique applied English language teaching in SMK
BOPKRI Wates, Yogyakarta and how the induction and closure technique affects
fostering students’ interest, motivation, and mastery towards English.
The methodology presented above was used as the base in doing the
research. In the next chapter, the researcher presented the result and discussion of
CHAPTER IV
RESEARCH RESULTS AND DISCUSSIONS
This chapter presents the results and discussions on the findings of the
research. This chapter consists of the data presentation and the answers to the
research questions presented in chapter one. The first question is what steps of the
induction and closure technique are conducted in English language teaching in
SMK BOPKRI Wates. The second question to answer is how the induction and
closure technique affects the student’s English mastery.
A. Data Presentation: The 11th Grade Students of SMK BOPKRI W
