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n o it i n if e d d n a , h c r a e s e r e h t f o s ti f e n e b , h c r a e s e r e h t f o s e v it c e j b o , n o it a ti m il m e l b o r p
.s m r e t f o
R 1 .
1 esearch Background
a s a d e n g i s e d s i g n i h c a e t o r c i
M t ool to h elp the teache rcandidate spracitce g
n i h c a e t r i e h
t skills .In Microteaching tisefl ,especially in the Engilsh Language m
a r g o r P y d u t S n o it a c u d
E (ELESP) o f Sanata Dharma Universtiy , the teache r y
l n o t o n e r a s e t a d i d n a
c teachingt herif irends i ntheMicroteachingl aboratory (do t he r
e e
p -teaching )bu talso pracitcing thei rteaching ski lls to teach thei rjuniors sa the o
it a r a p e r
p n to teach the r eal class ,manage thei rclas seffecitvely , and bulid a r
o f e r e h p s o m t a e v i c u d n o
c the teaching and learning process .Microteaching i sa t
a h t e s r u o
c i sdesigned to prepare the teache rcandidate sto be ready wtih the ll
i k s g n i h c a e t c i s a b r e t s a m d n a s k s a t s ’ r e h c a e
t s in the rea lteaching (Purnomo ,
2 . p , 8 0 0 2 , i d n a h o R , i m o D , it a i m s i
R ) .The basic t eaching skills ea r the f ris tand t he e v if e r a e r e h T . s e t a d i d n a c r e h c a e t e h t y b d e r e t s a m e b d l u o h s t a h t k s a t t n a tr o p m i t s o m
s ll i k s g n i h c a e t c i s a
o r c i
m teaching .They are se tinduciton ,making reinforcement ,quesitoning ,deilvery .
e r u s o l c t e s d n a , n o it a ir a v s u l u m it s d n a
t e
S closurei soneo fthebasict eachingskill swhichi si mpo tran ttobedonei n e
k a m o t r e d r
o the student sunderstand and master t he mate iral swell ,and also t hey l
e e f n a
c that t he t eacher t o encourages them t o study hard by giving t he moitvaiton )
6 8 9 1 , o s r a li G
( .Se tclosure i sno tonly the closing session in the teaching and g
n i n r a e
l process ,bu talso t he acitvtiy which can moitvate student sand evaluate t he m
o c t u o g n i n r a e
l e soft hestudent swhliet heyarestudying(Coope randSrtoud ,1966) . h
T us ,the funciton so fthe se tclosure i sno tonly to summa irze the lesson into o
t o s l a t u b t x e t n o c l u f g n i n a e
m conveyt hemessagef romt hel essont ha twehavebeen d
e c u d o rt n
i enough mate ira lfo rone session and to focu son the students ’deepe r n
w o r B o t g n i d r o c c A . g n i d n a t s r e d n
u (1975 ,p . 90) ,se tclosure i salso used fo r , t n r a e l n e e b s a h t a h w n o n o it n e tt a ’ s t n e d u t s g n i s u c o f , g n i n r a e l l i p u p g n it a d il o s n o c
e l a f o d n e e h t o t n o it n e tt a g n i w a r
d arning sequence , and creaitng a sense o f s
li p u p e h t n i y r e t s a m d n a t n e m e v e i h c
a .Byunderstandingt hosef unciton swhichhave n
e e
b menitoned ,we know tha tse tclosure should be appiled prope lry when the h
c a o t r e d r o n i s t n e d u t s r i e h t h c a e t s e t a d i d n a c r e h c a e
t ieve t he l earning objecitve so f
. t c e j b u s e h t
, ) 9 9 9 1 ( o n o ij d u M d n a i t a y m i D o t g n i d r o c c
A the teacher sare supposed to
e t u b ir t n o c s t n e d u t s e h t e k a m h c i h w s e it i v it c a l a r e v e s g n i v i g y b s t n e d u t s e h t ” e c r o f “
n i y l e v it c
a theteaching and l earningprocess .Those severa lacitviite sshouldbe able e
s a e r c n i o
e h
t student s reailze tha tthe learning acitvtiy wli l give meaningfu l and usefu l t
n e d u t s e h t n e h W . e g d e l w o n k r i e h t p o l e v e d o t n o it a m r o f n
i sreailze t hat t he l earning
s e v i g s s e c o r
p manyessenita landhelpfuli nformaitonf o rdevelopingt hei rknowledge , . ) 7 0 0 2 , o n U ( s s a l c e h t e d i s t u o r o e d i s n i s s e c o r p g n i n r a e l e h t y o j n e y l d n i k l li w y e h t
o it n e tt a y a p l li w s t n e d u t s e h
T nmoreont heteachingand l earningacitviitesi ncluding e
h
t se tclosurebecauset heyunderstandt hatt heacitvtiywhichoccur satt heendoft he . n o it a v it o m g n i n r a e l ri e h t d n a e g d e l w o n k r i e h t e v o r p m i o t l u f e s u o s l a s i n o s s e l
, e r u s o l c t e s f o e c n a tr o p m i e h t g n i w o n
K a ts rong and good percepiton i s
m y b d e d e e
n icroteachingstudent sno tonlytoenhancet heri t eachingskli lbu talso t o t
n e m e l p m i d n a r e t s a
m appropr ei at closure in thei rteaching performance a sfuture r
e h c a e
t s .Percep iton i s i mpo tran tbecause people’ spercepiton on t he meaning of t he n
o it a u ti
s aroundt hem i s i nterrelatedt o t hei rbehavior( Robbins ,2005) .I tmeans t ha t t eh teache rcandidate so fELESP who have posiitve percep iton abou tse tclosure i n
s e c n a m r o f r e p g n i h c a e t r i e h
t can implemen tgood closure. Atlman ,Valenzi ,and e
l b a n e n o it p e c r e p t a h t d e t a t s o s l a ) 5 8 9 1 ( s tt e g d o
H s people to comprehend and dea l
t n e m n o ri v n e e h t h ti
w they belong t o .In t hi scase ,the teache rcandidate swho make .
m o o r s s a l c l a e r e h t n i s t n e d u t s l a e r e h t h c a e t o t y d a e r e r a e r u s o l c d o o
g Besides ,
s e v l o v n i t i e s u a c e b t n a tr o p m i s i n o it p e c r e
p the manage ira lacitviite s(Kretine rand 0
0 2 , i k c i n i
K 8 .) Refe irng to thi sstudy ,percepiton i simpo tran tbecause when the n
a c s e t a d i d n a c r e h c a e
t managet hei ritme rfo doingse tclosurei nt heril essonplanand t
i y l p p
d e v e i h c
a .Thi sthesi srevea led the Microteaching students ’percepiton on thei rse t e
r u s o l
c implementaitoninMicroteachingclas .s
R 2 .
1 esearch Problems
e h
T problem soft her esearcharepresentedbelow: .
1 Howi ss e tclosurei mplementedbyMicroteachingstudentswhentheyaredoing
p -eerteachingi nMicroteachingclass? .
2 Wha taret hes tudents ’percepiton sont hei mplementaitono fse tclosure? .
3 Wha tarestudents’s uggesitonstoi mprovet hei mplementaitonofs e tclosure?
P 3 .
1 roblem Limtia iton
. h c r a e s e r s i h t n i s n o it a ti m il e m o s e r a e r e h t , c if i c e p s h c r a e s e r s i h t e k a m o
T T his
. n o it p e c r e p t u o b a s i h c r a e s e
r T whe rtie rwould ilke to ifnd out M oicr teaching f
o n o it p e c r e p ’ s t n e d u t
s se t closure on thei r teaching performance , when they m
r o f r e
p e d a sa t eache rand a a s studen ton thepeer-teachingi n Microteachingclass . s
i h
T research wouldbe ilmtiedonlyf o rEngilsh Language EducaitonStudyProgram d
u t
s ent so fSanata Dharma Universtiy who took Microteaching clas sin the sixth ,
r e t s e m e
s academic yea r2011/2012 .T his research i s ilmtied t o the Microteaching e
c n a m r o f r e p ’ s t n e d u t
R 4 .
1 esearch Objec itves
h c r a e s e r s i h t , n o it a l u m r o f m e l b o r p e h t n i d e t a t s e r a t a h t s m e l b o r p e h t n o d e s a B
: s e v it c e j b o n i a m e e r h t s a h
.
1 Thi sresearch aim sto know how wel lMicroteaching student simplemen tse t e
r u s o l
c whent heyared goi n p -eer teachingsi nMicroteachingclas .s .
2 Thisr esearchaimst oknowabou tMicroteachingstudents ’percepiton sabouts e t .
n o s s e l e h t d n e o t e r u s o l c t e s f o s s e n e v it c e f f e e h t d n a e r u s o l c .
3 Thisr esearchalsowould ilket oknowabou tMicroteachings tudents’s uggesiton d
n e o t e r u s o l c t e s d o o g e k a m o
t thel esson.
R 5 .
1 esearch Beneftis
e h
T student so fthe Engilsh Language Educaiton Study Program (ELESP) are r
e h c a e t d o o g e b o t d e t c e p x
e s w ho can maste r basic teaching skills through Microteaching class .They are also expected to have good teaching competence so
ll if l u f n a c y e h
t the students ’needsi neverycricumstanceo rstiuaiton .Hopefully,t hi s e
v i g l li w h c r a e s e
r a cont irbuitont othe Engilsh Language Educaiton StudyProgram , .s
r e h c r a e s e r r e h t o d n a , s r e r u t c e l e h t ,s t n e d u t s e h t r o f y ll a i c e p s e
.
1 oF rLowerSemesterStudents
h c r a e s e r s i h t h g u o r h
T ,the student swho are taking Microteaching clas swli lbe t o n l li w y e h T . s s a l c r i e h t n i n o s s e l e h t d n e o t e r u s o l c t e s g n i k a m e r a y e h t n e h w e r a w a
e k a m o t s ll i k s g n i h c a e
t the teaching and learning acitviite smore conducive and .
g n it s e r e t n i
.
2 ForLecturers
e r a s r e r u t c e l e h t y ll u f e p o h , h c r a e s e r s i h t h g u o r h
T moreaware fo thef uncitonand
. s s e c o r p g n i h c a e t e h t o d y e h t n e h w e r u s o l c t e s f o s ti f e n e b e h
t Thei rstudent swli lno t
g n i d n if n i s e it l u c if fi d t e
g the model sto make good se tclosure in thei rteaching .r
e t a l l o o h c s t a e c it c a r p
.
3 ForFutureResearchers
e h t t c u d n o c o t e c n e r e f e r a e b n a c h c r a e s e r s i h t y ll u f e p o
H othe rresearch t hat i s
d e t a l e
r t othet opic .Thisr esearchprovidess omei nformaitont ha tmigh tbeusefu land a
v luablet os uppor ttheotherr esearchi nt hef uture.
D 6 .
1 e ifni itonof Terms
e m o s s e d i v o r p r e ti r w e h t , g n i d n a t s r e d n u s i m d i o v a o t r e d r o n i , y d u t s s i h t n I
n o it i n if e
d s oft erm susedi nt hisr esearch . .
1 Microteaching
n o d e s a
B lAlen and Ryan (1969 ,p.1 )statement ,microteaching i sa preparaiton s
s a l
c which i sused fo rthe teache rcandidates t o pracitce t heri t eaching skli lbefore .
s s a l c l a e r e h t h c a e t y e h
t AllenandRyanalsos aidt hat (a sctiedi nCoope randSrtoud , .
p , 6 6 9
1 1 m) , icroteachingi sasmal lclas swhichi sdesigned a sani niita lrtainingf o r tl
u s e r ’ s l a s r a e h e r e h t e v r e s b o o t l o o t s i s y l a n a n a , s e t a d i d n a c r e h c a e t e h
t s byusingt he
a d n a , s p e t s d e n i a rt s e
o
t Wahba (2003 ,p. 44 ) ,microteaching i sa chance given t o t he t eacher swh lie they h
ti w d e d i v o r p e r
a the simple mate iral sand ilmtied itme allocaiton to t each a smal l . n o it u ti t s n i g n i n i a rt s r e h c a e t r o f d o h t e m l a i c if e n e b a s a d e s u s i tI . s t n e d u t s f o r e b m u n
9 0 0 2 ( n o h tl u S o t g n i d r o c c
A , 0p. 2 ) ,microteaching i sa teaching pracitce which i s e
n o
d graduallyandsystemaitcallybysimplfiying thebasict eachingskills ’aspect sin o
t r e d r
o beeasliyobservedf ort hei mpo tranceoft heguidance. M
n
I icroteaching clas ,st he student sare asked t o playt wo r ole sdu irngt heclass , .
) 8 1 , 7 1 . p , 6 8 9 1 , o s r a li G ( s r e h c a e t e h t s a d n a s t n e d u t s e h t s
a In thi sresearch, the
e h t d e s u r e ti r
w term s“thet eachers” r efers t omicroteaching student swhoplayed t he s
m r e t e h t d n a s r e h c a e t e h t s a e l o
r “thes tudents”r eferst oMicroteachings tudent swho e
l o r e h t d e y a l
p as t hestudents .Thewrtie rused t hoset wot erm sinorde rto avoidthe d n a s r e h c a e t h c i h w d e s u f n o c t o n e r a s r e d a e r e h t , s u h T . g n i d n a t s r e d n u s i m ’ s r e d a e r
s t n e d u t s h c i h
w tha taremeanti nt hisr esearch. .
2 Percep iton
i k c i n e K o t g n i d r o c c
A and Kretie r(2008 , . 3p 18 ) ,percepiton i sa proces swhich ti
m r e
p s ust ode ifne andcaptureou renvrionment by choosing ,keeping ,andr eacitng .
ti d r a w o
t Whlie according to Luthan s(2005 , . 8p 16 ) ,percepiton i sa compilcated e
c u d o r p h c i h w s s e c o r
p s paritcula rdesc irpiton so fou renvrionmen twhich migh tbe .
r e h t o n a o t e n o m o r f e s r e v i
d Huffman ,Vernoy ,andVernoy( 2000 , . 7p 10 )statedt ha t i
n o it p e c r e
p sa way t o choose ,arrange ,and respond wha tare happening around us . g
n i d r o c c
s e e s n o s r e p a w o h n o e r o m s i t I . t n e v e n i a tr e c a e b ir c s e d d n a d n o p s e r n a c n o s r e p
n i g n i h t e m o
s themeaningfu lwayaboutt hesurroundingenvrionment . .
3 Se tclosure
t S d n a r e p o o C o t g n i d r o c c
A roud ( 1966 , . 8p 5 ) ,se tclosurei sachievedwhen t he d
n a m i
a thebasic o fthe t eachingand learning acitvtiyare evaluatedi n order t o ilnk s
l a ir e t a m w e n e h t p
u tha tha sbeen taugh twtih t he previous one .Se tclosure i s t he f
o t n e m e l p m o
c se tinduciton .S cet losure i sno tonlyt he wrap-up sessiono fa l esson e
n o w e n e h t h ti w n o it a m r o f n i s u o i v e r p e h t e t a l e r o t s s e c o r p e h t o s l a t u
b .Se tclosure
t n e m n i a tt a e h t e t a e r c n a
c o fthestudents .Se tclosure canalsobecome t hesignt o t el l n
e r a y e h t e r e h w s t n e d u t s e h
t ow and where they should go .Fo rexample ,i fthe ,
t e y d e h s i n if t o n s i n o i s s e s g n i n r a e l d n a g n i h c a e
t se tclosure can stli lbe done by
d n a d e h s i n if e b d l u o h s t a h t tr a p e h t m e h t ll e t o t n o it n e tt a ’ s t n e d u t s g n i b b a r
g when i t
. d e d n e e b d l u o h
s Whlie according to Brown (1975 , . 0p 9 ) ,se tclosure ha sfou r s
i t s ri f e h T . s n o it c n u
f to cenrtailze the students’ atteniton on wha tthey got t hrough n
o s s e l e h
t ,thesecond i sto reinforce t s uhe t dents’knowledge ,thet hrid i sto grab the ’
s t n e d u t
s atteniton a tthe end o fthe lesson ,and the fou trh i sto signfiy a sense o f t
n e m h s il p m o c c
a andcomprehensiont ot hes tudents . 1
1 0 2 ( k a h c u a K d n a n e g g E n o d e s a
B , .p78 ,143 ,144 ,170 ,203 ,306) ,se tclosure s
n o it c n u f r u o f s a h o s l
a .The frist ,se tclosure i san oppo truntiy fo rthe student sto t I . s d r o w n w o r i e h t g n i s u t h g u a t n e e b s a h t a h t l a ir e t a m e h t e b ir c s e d d n a d n a t s r e d n u
g n i b ir c s e d d n a g n i d n a t s r e d n u n i s a e d i ri e h t e s u o t s t n e d u t s e h t r o f r e i s a e e b l li
w a new
, d n o c e s e h T . e g d e l w o n
e d i s e b e l p m a x e r e h t o n a e v i
g s wha tthei rteache rhad given to them .The thrid ,se t p
l e h e r u s o l
c s thestudent sconcludet hei mpo tran tpointsf romt hel essont ha tha sbeen ,
t s a l e h T . t h g u a
t se tclosure help t he student srelate previou sknowledge t o t he new e
h t f o t r a p n i a m e h t g n i n il r e d n u y b e n
o mate iral t ha tha sbeen t aught .According t o t
s o h
S ak (2011 ,p . 89 ,) s ce t losure i san acitvtiy which i screated by t he t eacher sto p
l e
h the student scollect and review t he i mpotrant i nformaiton from t he l esson t ha t t
h g u a t n e e b s a
0 1
I I R E T P A H C
V E
R IEWOFRELATEDLITERATURE
. y d u t s s i h t o t t n a v e l e r e r a t a h t s e ir o e h t e h t s e d i v o r p r e ti r w e h t ,r e t p a h c s i h t n I
n I . k r o w e m a r f l a c it e r o e h t d n a n o it p ir c s e d l a c it e r o e h t e r a y e h t ; s n o it c e s o w t s e d u l c n i tI
t t n a v e l e r e h t n o it p ir c s e d l a c it e r o e h t e h
t heo ire sandsimliarr esearchwli lbeprovided ,
e li h
w the theoreitca lframework wli lprovide the summary fo ral lthe review o f
e h t d e t a l e
r o ire sandt hes imliarr esearchtot hiss tudy.
l a c it e r o e h T . 1 .
2 Descrip iton
d e h t e d i v o r p l li w r e ti r w e h t ,t r a p s i h t n
I escirpitonabou tse tclosure ,thef unciton
e r u s o l c t e s f o n o it a t n e m e l p m i e h t , e r u s o l c t e s f
o ,microteaching ,andpercepiton .
1 . 1 .
2 .Se tClosure
r o f p l e h a e m o c e b o t d e t a e r c s i e r u s o l c t e
S the students when t hey ifnish the
i n o s s e
l n one day .I ti suseful because se tclosure can be in the form o fa smal l
n a c e r u s o l c t e s , s e d i s e B . w e i v e
r resume the idea o fthe lesson a tfe rthe student s
. y a d e n o n i n o s s e l f o t i n u e n o d e h s i n
if Se tclosure refer sto those aciton stha tare
d e n g i s e
d bytheteachers to b irng al esson presentaiton t o an approp irate conclusion .
t e h
e h t g n ir u d n o g n i o g n e e b s a h t a h w f o t u o e s n e s e k a m o
t course of t he presentaiton
o h S
( stak ,2011) .Accordingt oMujisandReynolds( 2005,)i nconsrtucitvismlearning
t a m r o
f , t here are severa lway smenitoned and t wo of t hem are re lfeciton phase and
r a li m i s e r a m e h t f o h t o B . e s a h p n o i s s u c s i d d n a n o it a c il p p
a t ose tclosurewhich aim s
d a h y e h t t a h w y l p p a d n a n o s s e l e h t w e i v e r o
t studied into discussion sin orde rto
t n r a e l d a h y e h t t a h w e z ir a m m u
s att heendoft hel esson .
s e h
T tudents are in a hurry to ge tou tfrom the clas sto have break itme o r
y lr a e e m o h o g o t t n a
w whent hel essoncomesi ntot heend .Thestudentst endt ohave
lack o fconcenrtaiton to pay atten iton t o t he l esson .A t eacher should rty hi so rhe r
e k a m o t t s e
b thestudent spayattenitont ot hel essonevent hat i sonlyf ort esitngt hei r
. y a d t a h t n o c i p o t e h t t u o b a g n i d n a t s r e d n
u According t o Allen and Ryan (1969) ,s te
d n a n o s s e l e h t f o d n e e h t t a e d a m s i h c i h w y r a m m u s k c i u q a t s u j t o n s i e r u s o l c
e t e l p m o c r i e h t e v e i h c a o t s t n e d u t s e h t r o f l o o t a s i t I . s l a ir e t a m e h t l l a d e r e v o c
e c n a h c e h t g n i v i g y b t h g u a t l a ir e t a m e h t t u o b a g n i d n a t s r e d n
u s rfo them to ilnk the
s u o i v e r
p mate ira land t he new mate iral t aught . tI i sbette rfor t he t eacher sto make
e v it c e f f e d n a e v it a e r
c se tclosure to grab the students ’atteniton and also help the
c if fi d e v a h l li t s o h w s t n e d u t
s ulitesi n maste irngt het opic .The t eacher shavet o make
a h t e r u
s tthei rstudent sunderstand the topic tha tthey had taugh twell .Se tclosure
s a d e n if e d y ll a c i n h c e t e b t h g i
m a driec tattenitont ot he compleitononaspeci ifct ask
r
o a learning sequence. There are two impo tran ttype so fclosure :cogniitve and
e h T . l a i c o
s fris ti sdriected a tconsoildaitng wha tthe student shave learn tand
e ti p s e d t n e m e v e i h c a f o e s n e s a s t n e d u t s e h t g n i v i g h ti w d e n r e c n o c s i d n o c e s e h T
tl u c if fi d y n a g n i v a
h ie sthat encountered wtihin the lesson ,they are encouraged to
, y ll a u s U . g n i v ir t s e u n it n o
c at eacheruse ssocia lclosureonlyat t heendo fal esson o r
f o d n e e h t t
a aparitcula lrydfi ifcutll earnings equence( Brown ,1975 .)
c t e
S losurei sa f ormofr eview whichi soccuredatt heendo fal essont hat i s
t i ; a e d i l u f g n i n a e m a o t n i d e n r a e l e v ’ y e h t t a h w e z i n a g r o s t n e d u t s p l e h o t d e n g i s e d
e h t s l a n g i s d n a r e h t e g o t c i p o t e h t f o s t c e p s a t n e r e f fi d e h t s ll u
p endo fal esson( Eggen
d n
a Kauchak ,2011) .Basedont hatt heory ,se tclosurei sexpectedt o eb comeausefu l
e k a m o t l o o
t the student sacitvely paritcipate in the discussion when the topic ha s
t h g u a t n e e
b .Se tclosurei salsoexpectedt o er viewt hestudents ’understandingonthe
c i p o t e n o f o t p e c n o
c tha tha sbeen taugh to rhelp student smemo irze t he l esson and
. fl e s ti c i p o t e h t f o g n i d n a t s r e d n u r i e h t o t t n e m e c r o f n i e r e v i g
C t e S f o s n o it c n u F .
a losure
e r u s o l c t e
S i so tfenf orgottenbyt het eache rcandidate so revent heprofessional
a y e h t e li h w l o o h c s t a r e h c a e
t ret eaching i nt he classroom .Manyof t hemonlymake
t r o h
s se tclosure wtih lack o fessenita lcontent .According to Brown (1975) ,se t
p l e h l li w t i e s u a c e b e n o d e b o t t n a tr o p m i s i e r u s o l
c the student sge ta deepe r
r o c i p o t e h t t u o b a g n i d n a t s r e d n
u the uni ttha thad been taugh tby the teacher .The
e r a e r u s o l c t e s f o s n o it c n u
f focusingatteniton onwha tha sbeen l earnt,consoildaitng
li p u
p learning ,drawing atteniton to the end o fa learning sequence ,and creaitng a
e h t n i y r e t s a m d n a t n e m e v e i h c a f o e s n e
e r u s o l c t e s f
o in Brown’ sstatement ,i ti sclea rtha tse tclosure i simpotrant to be
n i d e t n e m e l p m
i t he effecitve ways whlie the teache ri sdoing thei rteaching and
e s a e r c n i o t r e d r o n i s e it i v it c a g n i n r a e
l the students ’atteniton andparitcipa itoni n t he
s s a l
c roomandi mprovethestudents ’understandingoft hel essont ha thasbeent aught .
e v i g t i e s u a c e b s y a w e v it c e f f e n i d e t n e m e l p m i e b d l u o h s e r u s o l c t e s , s e d i s e
B s asense
s u j e v a h y e h t e li h w s t n e d u t s e h t o t t n e m e v e i h c a f
o t ifnished l earningone t opic .The
p n a c y e h t d n a n o it a v it o m d o o g e v a h o s l a l li w s t n e d u t
s aritcipate acitvely when t hey
e
g ts omethingusefu landmeaningfu la tfert heyhavel earn tonet opic.
r o c c
A ding to Muji s and Reynold s (2005) , se tclosure should have three
features ,which are consoildaitng ,evaluaitng pupi ’l sresponses ,and summairzing .
g n it a d il o s n o
C is t obroadenthestudents ’oppo truniitest or einforceand developwha t
n i s e it i v it c a f o s t n a ir a v g n i s u y b t h g u a t n e e b d a
h theclas sort asks ,groupdiscussions ,
e ti v n i o t r e d r o n i s k s a t r e e p r
o thestudents’t obroaden ,applyandexpress t herii dea s
n r a e l r e tf
a i ng one topic .Evaluaitng puplis ’response si sto identfiy the mistake s
d n a s e it i v it c a e h t e v o r p m i o t r e d r o n i s s e c o r p g n i n r a e l d n a g n i h c a e t e h t g n ir u d
s s e c o r p e h t o t d e t a l e r g n i h t y n
a . Thus ,in the future the same mistake scould be
g n i z ir a m m u S . d e d i o v
a ist or eview,r echeck ,andrem indaboutt hei nformaitonwhich
s a
h been obtainedbyt he students ,alsot o identfiyandrectfiyanymisunderstanding s
h c i h
w stli l occurred . Besides , summa irzing also connects the idea s which are
, n o s s e l e h t o t d e t a l e r r e t n
i thus the student swi ll understand i tand they can be apply
t o g y e h t t a h t e g d e l w o n k e h
C t e S f o n o it a t n e m e l p m I e h T .
b losure
u S o t g n i d r o c c
A tlhon( 2009) ,se tclosureshouldbeeffecitvelyi mplementedby
n i a t n i a m o t r e d r o n i s e t a d i d n a c r e h c a e t e h
t thestudents ’willingnessinconitnuingt he
s s e c o r p g n i n r a e
l atlhough the learning proces sin the classroom has ended .There
t d n e o t s y a w e e r h t e r e
w he lesson in effecitve ways .Frist ,the teacher scheck t he
e h t d o o t s r e d n u y d a e rl a d a h y e h t t a h t e r u s e k a m o t r e d r o n i g n i d n a t s r e d n u ’ s t n e d u t s
T . t h g u a t n e e b d a h t a h t n o s s e
l he t eacher scan summa irze t hel esson att he endof t he
s s a l
c .Second, et h teacher sinvtiethes tudentst or elfectt hel essont ha thasbeent augh t
t I . n o s s e l e h t f o d n e e h t t
a i s used i n ordert oachieve t he goal sof t hel earning ,help
d n a , n o s s e l e h t g n i n r a e l n i s e it l u c if fi d r i e h t e m o c r e v o o t s t n e d u t s e h
t evaluates the
s s e c o r p g n i n r a e
l ot bemoreeffecitve .Thrid,t het eacher sevaluatethel esson t ha tha s
c y e h T . t h g u a t n e e
b a n use severa lways ,such as i nvtie the students t o express t hei r
s e s i c r e x e l a r e v e s o d r o n o s s e l e h t e z ir a m m u s o t s n o it s e u q e h t g n ir e w s n a n i s a e d
i .
S o t g n i d r o c c a e li h
W liberman (1996) ,se tclosure should be implemented
t c e lf e r o t s t n e d u t s e h t e l b a n e o t r e d r o n i y l e v it c e f f
e on wha tthey had learn tand
n e m e l p m i o t w o h r e d i s n o
c ti tin the future .The focu si son wha tthe student shad
r e h c a e t e h t m
