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B. What are the steps of the induction and closure technique conducted in
English language teaching in SMK BOPKRI Wates, Yogyakarta?
After gathering the data about the background of the 11
th
grade students of SMK BOPKRI
Wates, the researcher continued his research by conducting classroom observations. Ten classroom observations were conducted, five for
each classes. As the researcher stated in the Research Methodology, the two classes, the office administration and accounting class, will take turn to be the
experimental and control class. The turning point was after the third meeting. Therefore, a class became an experimental class in the first third meeting and then
in the last two meetings, the role changed to the control class. In the first three meetings, the office administration class was considered to be the experimental
class, which experienced the application of induction and closure technique, while the accounting class was considered as the control class, which did not experience
induction and closure technique. The example of the classroom observation sheet can be found in Appendix 4 on page 96.
1. The first three meetings treatment see Appendix 6 on page 101 for lesson
plans and materials samples: In the first three meetings, the office administration class was considered
to be the experimental class, while the accounting class became the control class. The two classes got different treatments in term of the application of induction
and closure technique. There were three topics learned in those treatments: “Telephone Handling”, “My Hobbies”, and “How does It Work?” Since in each
43
meeting the learners only learn one topic learning, therefore, it can be considered that the induction and closure technique was conducted at the beginning of the
topic learning and the end of the topic learning, meaning at the beginning and the end of the class.
a. First meeting
For the first topic, the students learned “Telephone Handling.” The skills learned in this topic are listening and speaking skills. The students were expected
to be able to understand simple daily conversation in professional context with non-native speakers as well as to write simple messages through indirect
interaction as the basic competences. As the learning indicators, the students were expected to be able to understand and use the expressions used in telephone
conversations. The students were also expected to be able to use reported speech.
1 Office Administration Class Experimental Class The following is the classroom observation result in the office
administration class, which took turn as the experimental class, presented in a table:
Table 4. Classroom Observation 1 for Experimental Class No Induction and Closure Technique
Purpose
1 Induction:
a. The teacher started the lesson by recalling what the
students learned in the previous meetings. Then, the teacher continued it by relating today’s lesson with
the previously learned lessons. The teacher explained what they were going to learn and also
how they would learn. Arising the students’
awareness of what they learned and
what they would learn.
44
b. Afterward, the students started to have a discussion
about telephone handling. The teacher asked several questions, such as who handles telephone in an
office, what usually people in telephone, and what expressions they usually use in a telephone
conversation. The teacher used a listening passage to give an example of how a telephone conversation is
conducted. Activating the
students’ prior knowledge towards
the topic they would learn and focusing
them to it
2 Closure:
a. The teacher asked the students to prepare role plays
in pairs for telephone handling. The students, then, performed their telephone conversations in front of
the class. Applying what the
students learned in new situations.
b. The students were also asked to take notes on their
friends’ telephone conversation messages by using reported speech.
Applying what the students learned in
new situations.
c. The teacher ended the meeting by asking the
students what they have learnt today. The teacher also gave them opportunity to ask any questions
about today’s materials. Arising the students’
awareness towards what they learned
that day
d. To end the activities the teacher encourage the
students that what they have learnt today will be useful when they graduate and enter the real working
environment later on. Encouraging the
students to have further learning as
well as apply what they learned
2 Accounting Class Control Class: Different from the office administration class, the accounting class, which
played the role as control class, did not experience induction and closure technique. If in the office administration class the teacher had discussions before
and after entering the materials, in accounting class the teacher directly gave the materials and dismissed the class. The following is the classroom observation
result, showing the absence of induction and closure technique, presented in a table:
45
Table 5. Classroom Observation 1 for Control Class No
The Absence of Induction and Closure Technique
1 The Absence of Induction Technique:
The teacher started the lesson by directly giving the students a listening passage and asked them to work on the exercises.
2 The Absence of Closure Technique:
The students were asked to prepare role plays and perform it in front of the class. After the performance, the students were directly dismissed
without any review, information and encouragement.
b. Second meeting
The second meeting took the topic of “My Hobbies.” This topic paid attention to reading and writing skills. The students were expected to able to
understand simple daily conversation in personal context with non-native speakers as the basic competence. As the learning indicators, the students were expected to
be able to make descriptions about their hobbies and to use gerunds in their descriptions.
1 Office Administration Class Experimental Class The following is the classroom observation result in the office
administration class, presented in a table:
Table 6. Classroom Observation 2 for Experimental Class No Induction and Closure Technique
Purpose
1
Induction:
a. The teacher started the meeting by making a
review about what they learned in the previous meeting, which was “Telephone Handling”.
Then, the teacher explained that they would learn how to describe our hobbies.
Arising the students’ awareness of what they
learned and what they would learn.
46
b. The students had a discussion about their
hobbies. The teacher stimulated them by asking several questions about their hobbies, such as,
“What is your hobby?” “When do you usually play football?” In this meeting the teacher made
use pictures as aids. The teacher asked the students to guess what hobbies the pictures
show and whether they have the same hobbies as the people in the pictures or not. The teacher
finally gave a reading passage as an example of someone’s hobby.
Activating the students’ prior knowledge
towards the topic they would learn and
focusing them to it
2
Closure:
a. The students were asked to compose writings
about their hobbies. The teacher stimulated the students to gain ideas by giving several hints
from several hobbies which were probably also the students’ hobbies. After they have done the
writings, several students were asked to share their hobbies to their friends.
Applying what the students learned in new
situations.
b. The teacher asked several students to make a
review of what they learned that day. The teacher then restated and completed the review
and explained what they would learn in the next meeting, which was “How does it work”. As the
preparation for the next meeting, the students were asked to find several things and find out
how they work. Arising the students’
awareness towards what they learned that day.
c. Finally, before closing the lesson, the teacher
encouraged the students by saying that they did a great job and asked them to give a big
applause for themselves. Encouraging the
students to have further learning and apply what
they learned
2 Accounting Class Control Class: The following is the second classroom observation result, showing the
absence of induction and closure technique, presented in a table:
47
Table 7. Classroom Observation 2 for Control Class No
The Absence of Induction and Closure Technique
1 The Absence of Induction Technique:
The teacher started the lesson by directly asking the students to read the reading passage about someone’s hobby. The teacher did not make any
review or asked any questions to build students’ attention and image about what they would learn.
2
The Absence of Closure Technique:
After the students were assigned to do several exercises about the materials, they were asked to compose writings about their hobbies. The
teacher also did not give any stimulus to help the students gain ideas. After they had done composing their writings, several students were
asked to share their hobbies to their friends. Finally, without applying any closure, the students were dismissed.
c. Third meeting
In the third meeting, the students learned about the process of how something works in the topic “How does it work?” In this meeting the students
were exposed to reading and writing skills. The basic competences for this meeting were the students were expected to be able to make instructions and lists
with acceptable words, spellings and grammar. The learning indicators were that they were to explain how something works by using transitional markers and
imperatives. 1 Office Administration Class Experimental Class
The following is the classroom observation result in the office administration class, presented in a table:
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Table 8. Classroom Observation 3 for Experimental Class No Induction and Closure Technique
Purpose
1 Induction:
a. The teacher opened the lesson the lesson by asking
the students about what they learned in the previous meeting, which was how to describe their
hobbies. Then, the teacher explained that they will learn to describe how something works by having
some imaginations. Arising the students’
awareness of what they learned and what they
would learn.
b. The teacher started to build students’ knowledge
by asking several questions about how several tools work. The teacher asked about how to use a
pencil sharpener, to send an SMS, to cook instant noodle and how to play badminton. The students
were very enthusiastic in giving their opinions. Activating the
students’ prior knowledge towards the
topic they would learn and focusing them to it
c. The teacher asked about the results of their
assignment; looking for several things in their surroundings and finding how they work. The
teacher asked several students to show their findings and explain how they work. The teacher
gave an example of how to make a milkshake through a reading passage.
Activating the students’ prior
knowledge towards the topic they would learn
and focusing them to it
2 Closure:
a. The students were asked to produce their own
instructions. The teacher asked the students to give instructions based on the tools they usually find in
their daily life but they were asked to find problems they face in their daily life and invent
tools to overcome those problems. In groups, the teacher asked the students to invent the tools by
using their imagination and then explain how their inventions work.
Applying what the students learned in
new situations.
b. The teacher gave encouragement by making this
activity as a competition. The group with the best invention and presentation would get chocolate
bars as presents. This made them more enthusiastic and encouraged to work on the task.
Encouraging the students to apply what
they learned
c. Finally, the lesson was finished by announcing the
winner and making a review on what they learned that day.
Encouraging the students and arising
their awareness towards what they
learned that day.
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2 Accounting Class Control Class: The following is the second classroom observation result, showing the
absence of induction and closure technique, presented in a table:
Table 9. Classroom Observation 3 for Control Class No
The Absence of Induction and Closure Technique
1 The Absence of Induction Technique:
The teacher directly asked the students to read the reading passage about how to make a milkshake and do some exercises about the passage
without building the students’ background knowledge and activating their interests.
2 The Absence of Closure Technique:
The students were asked to make their own tools to overcome problems people have in their daily life. Then, the teacher asked them to present
their inventions in front of the class. There was no reward or any positive encouragement from the teacher to make the students aware that what
they were doing was something fun to make them more enthusiastic in doing the task. As the consequence, the students finished the task very
slowly and they had no more time to do the presentation. Therefore the teacher decided that the presentations were canceled and the students
only had to submit their works. Since there was no more time, the teacher directly dismissed the class without having any review or encouragement
for the students.
2. The last two meetings treatment see Appendix 6 on page 101 for lesson plans
and materials samples: In the last two meetings, the roles between the accounting class and the
office administration class were switched. The accounting class became the experimental class, while the office administration class was determined as the
control class.
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a. Fourth meeting
In the fourth meeting, the students learned about how to describe their daily activities. The teachers focused the students to listening and speaking skills.
The standard competency in this meeting was that the students were expected to communicate in elementary skills of English and achieve the basic competency to
understand simple conversations in personal context with non-native speakers. As the indicators, the students were expected to be able to apply simple present tense,
wh-questions as well as adverbs of frequency in their daily life contexts.
1 Accounting Class Experimental Class The following is the classroom observation result in the office
administration class, presented in a table:
Table 10. Classroom Observation 4 for Experimental Class No Induction and Closure Technique
Purpose
1 Induction:
a. The teacher started the lesson by making a
review of what they have learnt in the first three meetings. Then, the teacher started to build the
students’ background knowledge by telling the students about the teachers’ interesting daily
activities. Then, the teacher explained that they were going to learn how to share their daily
activities to their friends. Arising the students’
awareness of what they learned and what they
would learn.
b. The teacher, then, stimulated the students’ to
recall what they usually do in their daily life. The students were asked to share any interesting
daily activities they have. In this step, the students only brainstormed their ideas and share
them to their friends. Activating the students’
prior knowledge towards the topic they would
learn and focusing them to it
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2 Closure:
a. The students were asked to make their own
conversations about their daily activities. The worked on it in pairs and each student had to
share their interesting daily activities by making use the language focus they learned. The teacher
gave some helps to the students to gain ideas by providing several hints about the activities they
may have in their daily life. The students might also use the activities they brainstormed in the
beginning of the lesson. After preparing the conversation, the students were asked to
perform their conversations in front of the class. Applying what the
students learned in new situations.
b. The teacher encouraged the students by asking
other students to give applause each time a pair finished their performance. To finish the lesson,
the teacher asked the students to give a big applause for what they did.
Encouraging the students to apply what they
learned
c. Finally, the teacher asked the students what they
learned that day as the review and informed what they will learn in the next meeting.
Arising the students’ awareness towards what
they learned that day.
2 Office Administration Class Control Class: The following is the second classroom observation result, showing the
absence of induction and closure technique, presented in a table:
Table 11. Classroom Observation 4 for Control Class No
The Absence of Induction and Closure Technique
1 The Absence of Induction Technique:
The teacher started the lesson by asking the students to listen to a conversation about someone’s daily activities and complete the
conversation while listening to it. Then, the teacher did not make any relationships between what the just listened with what they were learning.
2 The Absence of Closure Technique:
The teacher asked the students to make their own conversations to share their daily activities. Yet again, in a control class, the teacher did not give
much encouragement to the students in doing their final assignment as the application of what they learned. Finally, after the students performed
their conversation in front of the class, the teacher directly dismissed the class.
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b. Fifth meeting
In the last meeting, the students learned the topic “My Experience”. In this meeting the students were still expected to be able to communicate in elementary
skills of English as the standard competence. The basic competence, which was expected to be achieved, was that the students could retell jobs in the past. As the
indicators the students should be able to use simple past tense to tell their past experience.
1 Accounting Class Experimental Class The following is the classroom observation result in the office
administration class, presented in a table:
Table 12. Classroom Observation 5 for Experimental Class No Induction and Closure Technique
Purpose
1 Induction:
a. The accounting class started the meeting by having
a review on what they learned in the previous meeting. The teachers asked the students several
questions to activate students’ memory of what the learned. After having done the review, the teacher
explained that today they would continue learning how to share information about their life to others.
After learning to share about their daily activities, they would learn to share their past experience.
Arising the students’ awareness of what
they learned and what they would learn.
b. The teacher built students’ background knowledge
by asking about their impressive experience, which they had in the past.
Activating the students’ prior
knowledge towards the topic they would
learn and focusing them to it.
c. The students, then, were shown several pictures,
which might also become their impressive experience, and they are asked to match the
pictures with the activities the pictures showed. Activating the
students’ prior knowledge and
focusing them to what they would learn.
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2 Closure:
a. The students were asked to make their own writing
about their most impressive experience in the past. The teacher stimulated the students by giving
several hints to help the students recall their past experience. This actually has been preceded by
what they did in the beginning of the meeting when they shared experience they had. After finishing
their writing, the teacher asked two students to read their writing in front of the class.
Encouraging the students to apply what
they learned
b. The teacher asked the other students to encourage
their friends, who were asked to share their experience in front of the class, by giving applause
to them. Then, finally, the teacher asked all of the students to submit their writings to be checked and
returned to them later on. Encouraging the
students to apply what they learned.
c. The teacher closed the meeting by asking the
students what they learned and making a short review about it.
Arising the students’ awareness towards
what they learned that day.
2 Office Administration Class Control Class: The following is the second classroom observation result, showing the
absence of induction and closure technique, presented in a table:
Table 13. Classroom Observation 5 for Control Class No
The Absence of Induction and Closure Technique
1 The Absence of Induction Technique:
The students started the meeting by directly reading a passage about someone’s past experience. There was no transition between that day and
previous materials the students learned, there was no clear explanation that those materials were connected and used to support one to another.
2 The Absence of Closure Technique:
The teacher asked the students to make their own writing about their most impressive experience. After the students finished their writings, two
students were asked to read their experience in front of the class. Different from the accounting class, here the teacher made no effort to
encourage the students, who were asked to share their experience in front of the class. Finally, the students were asked to submit their writings and
the class was dismissed.
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That was the applications of induction and closure technique in the 11
th
grade students of SMK BOPKRI Wates, based on the classroom observation done by the researcher. From the exposition above, the researcher made analysis as the
effect of induction and closure technique to the students’ learning and mastery.
C. How does the induction and closure technique affect the students’
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