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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 NasionalDepdiknas 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. The application of the theories above was used in steps as follows:
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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 paying attention to students’ motivation in learning English and their mastery. The
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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 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
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b a
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CHAPTER III METHODOLOGY
