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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 11
th
grade class of SMK BOPKRI
Wates, Yogyakarta. The 11
th
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
performances of those two groups is then compared Leedy and Ormrod, 2005:
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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 became a physical evidence for what the writer had observed. The
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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
