TEACHER’S SET INDUCTION AND CLOSURE IN AN EFL YOUNG LEARNERS’ CLASSROOM : A Descriptive Study in An Elementary School in Bandung.

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TEACHER’S SET INDUCTION AND CLOSURE

IN AN EFL YOUNG LEARNERS’ CLASSROOM

(A Descriptive Study in An Elementary School in Bandung)

A Research Paper

Submitted to the English Education Department

of Indonesia University of Education (UPI) as a Partial Fulfillment of the

Requirement for the Sarjana Pendidikan Degree

Amny Hernita Nafisah

0601046

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND ARTS EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

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Amny Hernita Nafisah, 2013

TEACHER’S SET INDUCTION AND CLOSURE IN AN EFL YOUNG LEARNERS’ CLASSROOM : A Descriptive Study in An Elementary School in Bandung

Universitas Pendidikan Indonesia | Repository.upi.edu | Perpustakaan.upi.edu

TEACHER’S SET INDUCTION AND CLOSURE

IN AN EFL YOUNG LEARNERS’ CLASSROOM

(A Descriptive Study in An Elementary School in Bandung)

Oleh

Amny Hernita Nafisah

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni

Universitas Pendidikan Indonesia

Agustus 2013

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian,

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PAGE OF APPROVAL

Teacher’s Set Induction and Closure In An EFL Young Learners’ Classroom

(A Descriptive Study in An Elementary School in Bandung)

By:

Amny Hernita Nafisah

0601046

Approved by:

Main Supervisor Co-Supervisor

Ika Lestari Damayanti, S.Pd., M. A. Iyen Nurlaelawati, S.Pd., M.Pd.

NIP. 197709192001122002 NIP.197709062009122002

Head of English Education Department

Faculty of Language and Arts Education

Indonesia University of Education

Prof. Dr. H. Didi Suherdi, M.Ed.

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Amny Hernita Nafisah, 2013

ABSTRACT

This study entitled “Teacher’s Set Induction and Closure in An EFL Young

Learners’ Classroom(A Descriptive Study in An Elementary School in Bandung)”. This study is a descriptive study which investigates the teacher performance in performing set induction and closure. Besides, this study explores the students' responses towards it. The study employs qualitative descriptive approach to answer the research question. A class of fifth graders and a teacher in a public elementary school in Bandung were involved as respondents. Furthermore, classroom observation and interview to the students were conducted to obtain the data. The findings show that teacher performed the set induction and closure in relevance to the theories that related to the set induction and closure performance. Almost all components in set induction and closure has been implemented by the teacher, so that the students’ learning motivation and enthusiasm are explored. On the other words the cclassroom activities is effective as well as the teacher perform the set induction and closure effectively. However, this study also suggests the other researchers to conduct further study which is related to similar subject.

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ABSTRAK

Penelitian ini berjudul "Cara Guru Membuka dan Menutup Pelajaran di Sekolah Dasar (Studi Deskriptif di Sebuah Sekolah Dasar di Bandung)". Penelitian ini merupakan penelitian deskriptif yang meneliti penampilan guru dalam membuka dan menutup pelajaran. Selain itu, penelitian ini mencari tahu mengenai respon siswa. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Penelitian ini melibatkan siswa kelas lima dan seorang guru di sekolah dasar sebagai responden. Data penelitian didapat melalui observasi kelas dan wawancara kepada siswa. Hasil penelitian menunjukkan bahwa guru menerapkan membuka dan menutup pelajaran sesuai dengan teori mengenai membuka dan menutup pelajaran. Hampir semua komponen dalam membuka dan menutup pelajaran telah diterapkan oleh guru sehingga motivasi belajar dan antusias siswa meningkat. Dengan kata lain, kegiatan belajar menjadi efektif dengan guru menerapkan membuka dan menutup pelajaran secara efektif juga. Namun demikian, penelitian ini menyarankan kepada para peneliti lain untuk melakukan penelitian lebih lanjut yang berkaitan dengan subjek yang sama.

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Amny Hernita Nafisah, 2013

CHAPTER IV FINDINGS AND DISCUSSIONS

4.1 Findings and Discussions from the Observation……… 32

4.1 Findings and Discussions from the Interview……… 44

CHAPTER V CONCLUSION AND SUGGESTION

5.1 Conclusion……….. 50

5.2 Suggestion………... 51

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LIST OF TABLES

Table 3.1 The Framework of Set Induction and Closure Performance 24

Table 3.2 The Framework of Question in the Interview to Student’s

Interview 26

Table 3.3 The General Schedulu of Study 27

Table 4.1 Transcript Teacher’s Set Induction (in Using Gestures) 33 Table 4.2 Transcript Teacher’s Set Induction (in Using Audio-Visual Aids) 34 Table 4.3 Transcript Teacher’s Set Induction (in Variating Interaction

Teacher to Students)

35 Table 4.4 Transcript Teacher’s Set Induction (in Variating Interaction

Student to Students)

36 Table 4.5 Transcript Teacher’s Set Induction (in Presenting an Interesting

Idea)

38 Table 4.6 Transcript Teacher’s Set Induction (in Stating the Topic) 39 Table 4.7 Transcript Teacher’s Set Induction (in Asking Questions) 40 Table 4.8 Transcript Teacher’s Set Induction (in Relating to the Past Event,

Current Event, and New Events)

41 Table 4.9 Transcript Teacher’s Closure (in Making a Summary) 42 Table 4.10 Transcript Teacher’s Closure (in Evaluating) 43 Table 4.11 Transcript Student’s Interview (in Gaining Attention) 45

Table 4.12 Transcript Student’s Interview (in Stimulating Motivation) 46

Table 4.13 Transcript Student’s Interview (in Structure Provision) 46

Table 4.14 Transcript Student’s Interview (in Cognitive Link) 47 Table 4.16 Transcript Student’s Interview (in Reviewing Classroom

Activities)

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CHAPTER I

INTRODUCTION

This chapter provides general outline of this study. It covers background of the study, statement of the problems, aims of the study, scope of the study, significance of the study, and organization of the paper.

1.1Background of the Study

Teaching and learning process is a process in which the teacher transfers the learning materials to the students. The process requires steps or procedures to accomplish. Normally, there should be procedure in the beginning, in the middle, and in the end of the teaching and learning process.

Unfortunately, Wragg (1999: 104) stated that there are some teachers who did not accomplish the steps in teaching and learning process. Furthermore, there are also languages used in classroom when teaching and learning process is conducted. Teacher plays important roles in language teaching (Harmer: 2002). That means teacher should have been teaching skill (Djamarah: 2010).

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TEACHER’S SET INDUCTION AND CLOSURE IN AN EFL YOUNG LEARNERS’ CLASSROOM : A Descriptive Study in An Elementary School in Bandung

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everyday life. At least, the explanation should be relevant to the objectives, materials, and according to the abilities and backgrounds of students, and given at the beginning, middle, or end of the lesson as necessary. A skill of opening and closing lessons is the fifth to master. In this context, teachers need to design a variety of situation to create a dynamic class. To guide small group discussions is the next skill. The seventh one is classroom management skill related to the creation and maintenance of an optimal learning conditions and controls for optimal learning conditions. The last one is skill to do small group and individual teaching which requires teachers to hold a personal approach, to guide and facilitate learning, and to plan and carry out the teaching and learning activities.

According to Widodo (2007: 16), one of the competencies that should be mastered by the teacher is competency in opening and closing the lesson appropriately. The teacher, in common, assume that opening the lesson is the activities in the beginning of the lesson, such students’ attendance checking, or explaining the topic which will be discussed at the time. In fact, opening the lesson is more than checking attendance or preparing the topic given. Instead, opening the lesson had to be the creative-innovative activities that would arouse the students’ motivation so that the lesson can attract them, and finally the learning material can be conveyed in proper way.

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plan, teacher should imagine what will happen in teaching learning process. From the set induction (beginning) up to closure (closing) of that process.

At the end of teaching and learning process, teacher should check all of the process. Ideally, closure activities create powerful learning effects at the tail-end of the class, something that will reverberate for hours after the lesson is over, something a little sticky (Rod Lucero, 1984). In addition, he said that the defining element of the closure activity is that which your students will soon come to realize: class isn’t over until it has taken place. Furthermore, teacher have to use time effectively for evaluating the teaching learning process and measuring the lesson objective (Arend, 2008: 193). Sometimes, the teacher is rushed to complete a lesson that has run over its allocated time, sometimes materials such as test or papers must be collected, almost always students need to get their own personal belongings ready to move to another class, to canteen or to bus (Sidin, 1993). On the other hand, ending of the lesson alert students to the fact that they have reached an important point in the lesson and that the time has come to wrap it up (Shostak, 2006: 99). So, the teacher must be aware of the closk and must begin to initiate closure proceedings well before the lesson is due to end.

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Amny Hernita Nafisah, 2013

1.2 Statement of the Problems

The research problems are formulated in the following questions:

1. How does the English teacher act in performing set induction and closure in an EFL young learners’ classroom?

2. What are the students’ responses to the use of the teacher’s set induction and

closure in an EFL young learners’ classroom?

1.3Aims of the Study

Referring to the questions formulated in statements of the problem this research is aim at:

1. Finding out the teacher’s acts in performing set induction and closure in an

EFL young learners’ classroom.

2. Finding out the students’ responses to the use of teacher’s set induction and closure in an EFL young learners’ classroom.

1.4Scope of the Study

The scope of this research is limited to identify teacher’s act in performing

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1.5Significance of the Study

The result of the research is how the teacher’s act in performing set induction and closure in improving students’ English ability. This research hopefully can give a representation model for Teaching English to Young Learners teacher, inform the teacher of how classroom language are managed, can be used as a contribution to development of English teaching learning. Then, it will give much more information for the development of this education field and will be one of the references especially for education students and English department students in general.

1.6Organization of Paper

This paper is organized into five chapters as follow: Chapter I Introduction

This chapter contains the background of the research, statement of the problems, scope of the research, aims of the research, significance of the research, research methodology, clarification of the key terms, and organization of the paper.

Chapter II Theoretical Foundation

This chapter contains theories and literature related to the research. Chapter III Methodology

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Universitas Pendidikan Indonesia | Repository.upi.edu | Perpustakaan.upi.edu Chapter IV Findings and Discussion

This chapter reports the findings and discussion of the study generated by interpreting and analyzing the collected data.

Chapter V Conclusions and Suggestions

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CHAPTER III

RESEARCH METHODOLOGY

This chapter covers the research methodology that elaborates the research design used in this study in order to find out the answers of the problems stated in Chapter I, those are: (1) how does the English teacher act in performing set induction and closure in an EFL young learners’ classroom; (2) what are the students’ responses to the use of teacher’s set induction and closure in an EFL young learners’ classroom? This chapter also covers the subject of the research, the data collections, the techniques for analyzing the data, and the limitations of the study.

3.1 Research Design

A qualitative method was employed in this study. This study used qualitative approach since it tried to describe rather than to count. It was aimed to describe and interpret how the teacher’s act in performing set induction and closure in an EFL

young learners’ classroom and the students’ responses to the use of teacher’s set

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events in a setting in qualitative approach. In line with that descriptive was used to give detail of portrayal of specified situations (Wu & Volker, 2009).

3.2 Subject of the Study

The participants of this study were the fifth grade students in a public elementary school in Cimahi. The selection of the school as the study setting was based on the reason that the school was relatively accessible, both administratively and in term of distance. The class consisted of 42 students, 20 girls and 22 boys. Their ages are approximately 10-11 years old. In addition, the teacher is not only having a part as researcher but also as a new teacher who performed set induction and closure in English in the classroom. Furthermore, the example of the lesson plans used in the observation class can be seen in Appendix A.

3.3 Data Collection

There were two data collection techniques employed in this study; observation and interview. Each technique of data collection is described below.

3.3.1 Classroom Observation

According to Sujana (1989) observation is an instrument of collecting data that

can be used to measure the behavior of an individual or the person’s activities which

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something, or how things look. In addition, through observation, the teacher could

observe implicit understanding, how theory in use, and respondents’ point of view

(Alwasilah, 2002: 155).

Technically, classroom observations were designed to be conducted in six meetings. Table below is a general schedule to be conducted in classroom observations.

Table 3.1

General Schedule of the Study

No Date Material

1 October 21, 2011 Times

2 October 27, 2011 Name of the Days 3 November 11, 2011 Months in a Year 4 November 16, 2011 My Daily Routines 5 November 24, 2011 Feelings

6 December 2, 2011 Feelings

During the observations this study used observations sheet to record the data. The observation sheet covers the implementation of the theories that is related to the study. The observation framework can be seen as follows.

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Amny Hernita Nafisah, 2013

Table 3.2

The Framework of Set Induction and Closure Performance

No. Components of teacher’s act in performing set induction

Yes No Comment

Gaining Attention 1.

2. 3.

Using gestures

Using audio-visual aid Using variation interaction

Stimulating Variation 4. Presenting an interesting idea

Structure Provision 5.

6. 7.

Stating the lesson objective Stating of the topic

Asking questions

Cognitive Link

8. Relating to past events, current events, and new events

No. Components of teacher’s act

in performing closure? Yes No Comment

Reviewing Classroom Activities 9.

10.

Making a summary Evaluating

Adapted from Usman (2007: 93); Suwandi (1996); Hasibuan (2000); Shostak (2006); and Hargie (2011)

The observation sheet is focused on investigating how the teacher implemented set induction and closure components. In addition, two observers were involved to observe the teacher’s performance in performing set induction and closure.

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recorded the video during the teaching and learning process to check and to complete the needed information. After the video recording, the next step is to make the transcription which was used in the research to understand how respondents organized their perspectives (Alwasilah, 2002: 157). The transcriptions of the video recording were analyzed to recheck how the teacher’s acts in performing set induction and closure and the students’ responses.

3.3.2 Interview

There are two kinds of interview that used as research tools; the structured interview and unstructured interview. This study used structured interview. Structured interview is interview that consists of formulated questions which are designed to be answered in line with data required (Sugiyono, 2008).

In this study, an interview was conducted only to the students. Meanwhile, the teacher was not interviewed because in this study the teacher was also the researcher and the observer. The interviews consisted of some questions related to students’ response to the use of teacher’s set induction and closure in an EFL young learners’ classroom.

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the participants to answer the questions. The interview was recorded using a voice recorder.

As recommended by Creswell (1994: 152) the interview was recorded first and the teacher transcribed it later. The transcriptions of the interview and note taking during the interview helped the teacher to get more detail information so it will be

easier to analyze the interviewees’ responses toward the interview schedule. The

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Table 3.3

The Framework of Question in the Interview to Student’s Interview

Adapted from Usman (2007: 93); Suwandi (1996); Hasibuan (2000); Shostak (2006); and Hargie (2011)

No. Categories

Teacher’s Components in Performing Set

Induction

Questions

a. Teacher Performance in Attention Gaining

1.Using of gestures 2.Using an

audio-visual aids 3.Variating of

interaction

1. How often do your teacher use the teaching aids in teaching and learning process? If yes, what kind of teaching aid that usually use by the teacher?

(Apakah Guru sering menggunakan alat bantu

dalam mengajar? Jika ya, biasanya Guru menggunakan apa?)

b. Teacher Performance in Stimulating Motivation

4. Presenting an interesting idea

2. Are you interested in learning English?

(Apakah siswa merasa tertarik setiap belajar Bahasa Inggris?)

c. Teacher Performance in Giving Structure Provision

5. Stating the lesson objective 6. Stating the topic 7. Asking question

3. Do your teacher always explain the topic of the lesson in the beginning of the lesson?

(Apakah Guru selalu menyampaikan topik pelajaran yang akan dibahas?

4. Do your teacher always make a review to recall the students about the previous lesson?

(Apakah Guru selalu membahas pelajaran sebelumnya?)

d. Teacher Performance in Linking Cognitive Ability

8. Relating to the past events, current events, and new events

5. Do your teacher always discuss the students’ experiences and relate it to the topic lesson?

(Apakah Guru menghubungkan topik pelajaran dengan pengalaman siswa?)

No. Categories

Teacher’s Components in

Performing Closure

Questions

e. Reviewing Classroom Activities

9. Making a summary 10. Evaluating

6. Does your teacher always make a conclusion in the end of the teaching and learning process?

(Apakah Guru selalu memberikan rangkuman di akhir pelajaran?)

7. Does your teacher always give task to the students?

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3.4 Data Analysis Methods

The data obtained were analyzed by descriptive qualitative data analysis. The data in this study were gained through observation and interview. Those two types of data collection technique are technically different. Eventhough, both observation and interview are transcribed in the same way.

a. Observation

Observations were conducted in six meetings. In observation, there were two instruments used to observe the teacher in performing set induction and closure such as observation sheet and videotaping.

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b. Interview

The second technique employed in data collection of this study was interviewed. It was conducted in order to get in-depth information from the participant (Alwasilah, 2000).

The interview was conducted after doing the classroom observation. It was administered in a form interview since there might be some possibilities from the teacher to not answer the question clearly. In an in-depth interview, the research can gain more information about the topic than the structured interview (Alwasilah, 2000). The interview consisted of several questions for children related to teacher’s performance in performing set induction and closure.

In this stage, the data gained from three instruments which were divided into several steps of analysis to answer the research questions. Miles and Huberman (1994) state that there are three steps on analyzing the data, those are: data reduction, data display, and conclusion that are described as follows.

3.4.1 Data Reduction

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3.4.2 Data Display

The data from observation and interview were displayed in the form of narrative text and tables. As Miles and Huberman (1994) states, narrative text is the most common form to be used in displaying data in qualitative studies. The data were displayed and analyzed at the same time to facilitate an easier reading of the data and analysis.

3.4.3 Conclusion

After analyzing the data, the last step was drawing the conclusion based on the obtained data. The conclusion arrived by the research questions (1) How does the English teacher act in performing set induction and closure in an EFL young learners’ classroom; (2) What are the students’ responses to the use of the teacher’s set

induction and closure in an EFL young learners’ classroom.

3.5 Reliability and Validity of the Study

In conducting qualitative research, the researcher was aware that there might be biases and reactivity. Moreover, to avoid the two threats, the researcher tried to make the data valid and reliable with the following ways:

3.5.1 Member checking

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is employed in order to (1) prevent misunderstanding toward the respondents’ answer

in an interview, (2) prevent misunderstanding toward respondents’ behavior during

observation, and (3) confirm respondents’ perspectives toward what was happening. To prevent all misunderstandings, the researcher asked the respondents especially the teacher, to check the transcriptions and interpretation of the data in order to enable the researcher to achieve validity of the research.

3.5.2 Rich data

To get the rich data, the researcher made a complete transcription of the interviews. It was useful to enrich the interpretation of the data. Maxwell (1996, cited in Alwasilah 2002:178) proposes that the purpose of rich data not only as evidences resources of supporting conclusion but also as a test for theories being developed.

3.6 Concluding Remark

This chapter has discussed the methodology of the study in details in order to investigate how the English teacher’s acts in performing set induction and closure and

the students’ responses. A qualitative descriptive design was used in this study. The

data was collected through observations, videotaping, and interview.

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CHAPTER V

CONCLUSION AND SUGGESTIONS

This chapter presents the conclusions and suggestions of this study. The conclusions are formulated from the research questions, while suggestions provide some ideas addressed to English teachers and further research related to the teacher acts in performing set induction and closure.

5.1 Conclusion

This study concerns about the teacher’s acts in performing set induction and closure in an EFL young learners’ classroom. The purpose of this study is to investigate how the teacher’s acts in performing set induction and closure. Furthermore, this study is also aimed at finding out students’ responses to the use

of the teacher’s set induction and closure. To achieve the objectives of the study,

the data were obtained through observation on six classroom-meetings. The results of the observation were then clarified through the interview that was conducted to the subject. The conclusions regarding the study could be drawn as follows.

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evaluating. However, it was found from the observation that one component, which is stating the lesson objectives, was not delivered by the teacher. This is because the teacher believed that it was not necessary to deliver the lesson objectives to the students in EYL level. This situation is in contrast with the theory from Suwandi (1996) about the importance of stating the lesson objectives directly or indirectly. Still, the teaching and learning process was conducted effectively.

Second, according to the students’ interview, it was revealed that teacher’s performance in set induction and closure contributed positive influence for motivating the students. Consequently, the teaching and learning process can be delivered in proper way.

5.2Suggestions

Based on the research findings, discussion, and the conclusion of the research results, it is suggested that some further actions take place to give the constructive ideas for the readers, especially for English teachers and further researches regarding teacher’s performance in performing set induction and closure.

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use language for purpose, give language model, provide comprehensible inputs and help students to acquire the language.

For further researchers concerning teacher’s set induction and closure, it is recommended to conduct the research for longer periods of time to give clearer

description and better result about teacher’s acts in performing set induction and

closure in EFL young learners’ classroom. Next, further researchers are suggested

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Harmer, Jeremy. (2000). How to Teacch Englisg an Introduction to the Practice of English Language Teaching. England: Longman.

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Shostak, Robert. (2006). Calssroom Teaching Skill (9th.Ed). USA: Wardsworth, Cengage Learning.

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2011.

TEACHER’S SET INDUCTION AND CLOSURE IN AN EFL YOUNG LEARNERS’ CLASSROOM : A Descriptive Study in An Elementary School in Bandung.

TEACHER’S SET INDUCTION AND CLOSURE

A Research Paper

ENGLISH EDUCATION DEPARTMENT

Amny Hernita Nafisah, 2013

TEACHER’S SET INDUCTION AND CLOSURE

PAGE OF APPROVAL

Teacher’s Set Induction and Closure In An EFL Young Learners’ Classroom

NIP. 197709192001122002 NIP.197709062009122002

Head of English Education Department

ABSTRACT

Amny Hernita Nafisah, 2013

TABLE OF CONTENTS

STATEMENT OF AUTHORIZATION………... i

CHAPTER IV FINDINGS AND DISCUSSIONS

Amny Hernita Nafisah, 2013

LIST OF TABLES

CHAPTER I

1.1Background of the Study

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Amny Hernita Nafisah, 2013

1.3Aims of the Study

1.4Scope of the Study

1.6Organization of Paper

Amny Hernita Nafisah, 2013

CHAPTER III

3.1 Research Design

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3.3.1 Classroom Observation

Table 3.1

Amny Hernita Nafisah, 2013

Yes No Comment

No. Components of teacher’s act

3.3.2 Interview

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Table 3.3

No. Categories

Amny Hernita Nafisah, 2013

3.4.1 Data Reduction

3.4.3 Conclusion

3.5.1 Member checking

3.5.2 Rich data

Amny Hernita Nafisah, 2013

CHAPTER V

5.1 Conclusion

5.2Suggestions

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BIBLIOGRAPHY

Amny Hernita Nafisah, 2013

Amny Hernita Nafisah, 2013