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From the chart above, we could see the office administration class, which was in the pre-test had a worse class average, got closer class average to the
accounting class. This shows that as the experimental class, which experienced the application of induction and closure technique, the office administration class
showed a little progress in their learning.
b. Post Test 2
The second post was conducted in the last three meetings with the exchanged roles with the office administration as the control class and the
accounting class as the experimental class. The last two meeting includes the topics of “My Experience,” and “Daily Activities.” The following is the result of
the test: 1 Post-Test 2 for Office Administration Class Control Class
Table 16. Post Test 2 Result for Office Administration Class
NO PRE-TEST POST TEST 1 POST TEST 2
1 STUDENT 1
8.6 7.3
8.75 2 STUDENT
2 8
8 5.4
3 STUDENT 3
7.3 8
10 4 STUDENT
4 7.3
8 3.75
5 STUDENT 5
6.6 8.6
6 6 STUDENT
6 6.6
7.3 7.9
7 STUDENT 7
6.6 7.6
10 8 STUDENT
8 6.6
6.6 6.6
9 STUDENT 9
6.6 6.6
5.8 10 STUDENT
10 6.6
4.6 5
11 STUDENT 11
5.3 4.6
4.2 12 STUDENT
12 5.3
4 4
13 STUDENT 13
4.6 5.3
1.25 14 STUDENT
14 4.6
4.6 5
15 STUDENT 15
4 4.6
5 16 STUDENT
16 4
4.6 1.6
17 STUDENT 17
3.3 3.3
1.25 18 STUDENT
18 2.6
6.6 6.6
19 STUDENT 19
1.3 4
5
TOTAL 105.8
114.2 103.1
5.57 6.01
5.43 STUDENTS
SCORE AVERAGE
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In post test 2, the roles were exchanged; the office administration class played the role as the control class, which did not get the induction and closure
technique treatments. From the result above, the researcher found out the class average:
Class Average after Post-Test 2 = 103.1 = 5.43 = beginner 19
In this second post test, the class average score was 5.43. This result was lower than their post test 1 average score, which was 6.01, and even from their pre
test average score; 5.57. The following chart shows the comparison of the pre-test, post-test 1 and post-test 2 result:
Figure 7. Pre-Test, Post-Test 1 and Post-Test 2 Result for Office Administration Class
Sc o
res
Students’ numbers on the table
1 2
3 4
5 6
7 8
9 10
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
Pre-Test Post-Test 1
Post-Test 2
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2 Post-Test 2 for Accounting Class Experimental Class Table 17. Post Test 2 Result for Accounting Class
NO PRE-TEST
POST TEST 1 POST TEST 2
1 STUDENT 1
10 7.3
8.75 2 STUDENT
2 9.3
7.3 7.5
3 STUDENT 3
8.6 7.3
6.6 4 STUDENT
4 8.6
6.6 6.25
5 STUDENT 5
8.6 6
9.6 6 STUDENT
6 8.6
6.6 7.1
7 STUDENT 7
8 7.3
7.5 8 STUDENT
8 8
6 9.2
9 STUDENT 9
8 6.6
9.2 10 STUDENT
10 7.3
5.3 7.1
11 STUDENT 11
7.3 6.6
6.7 12 STUDENT
12 7.3
5.3 6.7
13 STUDENT 13
7.3 7.3
9.6 14 STUDENT
14 7.3
9.3 8.75
15 STUDENT 15
6.6 6
6.7 16 STUDENT
16 6.6
6 5.8
17 STUDENT 17
6.6 6.6
5.8 18 STUDENT
18 6.6
8 9.2
19 STUDENT 19
6.6 6.6
5 20 STUDENT
20 6
6 7.1
21 STUDENT 21
5.3 7.3
7.5 22 STUDENT
22 5.3
4.6 4.2
23 STUDENT 23
5.3 6.6
6.7 24 STUDENT
24 5.3
5.3 5
25 STUDENT 25
5.3 4.6
7.5 26 STUDENT
26 5.3
6 5.8
27 STUDENT 27
4.6 7.3
7.3 28 STUDENT
28 4.6
7.3 7.5
29 STUDENT 29
4.6 6.6
5 30 STUDENT
30 4
6 5
31 STUDENT 31
3.3 4.6
7.1
TOTAL SCORE 206.1
200.2 218.75
SCORE AVERAGE 6.65
6.46 7.06
STUDENTS
In post-test 2, the accounting class played the role as the experimental class and got the treatment of induction and closure technique. From the result, the
researcher found out the class average: Class Average after Post-Test 2 = 218.75 = 7.06 = intermediate
31
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In this second post test, the accounting class gained the class score average 7.06. This average score was better than their average scores in the first post test,
which was 6.46, and their pre test; 6.65. The result in the post-test 2 also increased the class English level, from beginner to intermediate level. It was indeed a very
good progress from this class. The following chart shows the comparison of the pre-test, post-test 1 and post-test 2 results for the accounting class:
Figure 8. Pre-Test, Post-Test 1 and Post-Test 2 Result for Accounting Class
3 The comparison of the post-test 2 result between the two classes: From the results above, the researcher compared them in order to see how
the treatment affected the two classes. In term of class average, the comparison between the two classes could be generated from the following chart:
Sco res
Students’ numbers on the table 1
2 3
4 5
6 7
8 9
10
1 2
3 4
5 6
7 8
9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
Pre-Test Post-Test 1
Post-Test 2
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Figure 9. Class Average Comparison from Pre-Test, Post-Test 1 and Post-Test 2
From the chart, we could see that the accounting class, playing the role as the experimental class in the second post-test, could raise their class average, even
much better than their pre-test class average result. Meanwhile, the office administration class, which playing the role as the control class in the second turn,
had a decreasing class average. This, once again shows that the application of induction and closure technique could help the students to master the materials
better, although there was only a little progress shown from the test results. From all of the results above, the writer could analyze and conclude that
the application of induction and closure technique brings positive effect to the students mastery. This is proven by the increase of the class average score in the
classes which played the role as the experimental class. Although the English level is still in considered as beginner, however, the students made good progress
in applying the materials through the assessments done in the two post tests.
Sco re
s
Pre-test Post-test 1 Post-Test 2
1 2
3 4
5 6
7 8
9 10
Accounting Office Adm
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3. Interviews see Appendix 5 on page 99 for the Interview Checklist
By considering the limited time and permission given by the school, for time efficiency, without ignoring the essence of the interviews, there were four
students who were interviewed. They were two students from office administration class and two others from accounting class. These students were
considered able to represent the two classes since they were students who made and enough progress during the research. Interviewee 1 and interviewee 2 were
from the office administration class, and interviewee 3 and interviewee 4 were from the accounting class. The first students mentioned from each class are
students who are considered as students who made good progress during the research, while the other two are those who made enough progress.
The interviews were done after all of the materials were given to the students. The interviews focused on how the application of induction and closure
technique affected the students’ motivation and mastery in learning the materials taught. The interviews were done twice, first interview was done after the first
treatment in the first three meetings, and the second interview was done after the second treatment in the last two meetings. The followings are the result and
analysis of the interview for each student: 1.
Interviewee 1 a.
First interview In the first interview, interviewee 1, a student from the office
administration class, had received the treatment of induction and closure technique in class.
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1 What topics and materials did you learn in the first three meetings?
From this question, she could easily remember what she learned in the class, in the first three meeting, which were “Telephone Handling,” “My
Hobbies,” and “How does it work.” She explained what language focus learned in the three meetings, how the teacher taught in the class, especially how the teacher
applied induction and closure technique in the class. 2
What did your teacher do in opening the lessons in the first three meetings? Interviewee 1 stated that the teacher always activated students’
background knowledge by explaining what they were going to learn in each meeting, asking questions about the topics learned based on their real daily life,
making reviews on what they learned in the previous meetings and introducing vocabulary that the students probably still didn’t know so that during the learning
the students would be easier to understand the lesson. She said that the teacher also used several aids to attract students’ attention
as well as to make them understand the materials they were going to learn better. The aids used were listening passages to give examples on the language focused
in each material, pictures to help them focus on the lesson and as well as stimulate them to be active. The pictures were also used to help students understand the
examples or even the materials given and then apply the language focus they learned. Another aids that the teacher used was objects to directly give examples
on how the language is used, such as in the “How does it work.” Interviewee 1 said that what the teacher did, as she explained above, helped her focus on the
materials learned and understand them better. She stated that what the teacher did
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also helped the students to overcome the difficulties that they often meet in learning English such as vocabulary, the context or the use of the language in the
real life, and others. 3
What did your teacher do to end the lessons in the first three meetings? At the end of each meeting, the teacher always made reviews on the
materials they learned each day. The teacher also gave homework to the students. The homework was quite various for each topic and it could help students
continue their learning at home. Interviewee 1 said that the assignments given really helped her to study at home, and did not become a burden, it even gave
motivation to the students to study at home. b.
Second interview In the second interview, interviewee 1, and her classmates, did not
experience the application of induction and closure technique in the last two meeting.
1 What differentiates the first three meetings and the last two meetings in term
of the way the teacher opened the lessons? How did it affect your learning? Interviewee 1 realized the difference between the lessons in the first three
meetings and the last two meetings; how in the last two meetings the students directly entered to the materials without getting any explanation from the teacher
first. She said that the treatment made the students more difficult to understand
the materials they learned. The students had to work harder to focus themselves
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on the lesson as well as to understand what they were learning in each meeting and how they should apply it in their real life.
2 What differentiates the first three meetings and the last two meetings in term
of the way the teacher ended the lessons? How did it affect your learning? At the end of each last two meeting, interviewee 1 said that the teacher
made no review for the materials the students learned. She also argued that this made them difficult and unenthusiastic to continue their study at home.
3 Which treatment would you prefer to have?
Interviewee 1 chose the treatment in the first three meeting, which applied the induction and closure technique, as the best treatment during the research. She
said that the induction and closure technique made the students focus and helped them understand the materials and apply them in their real life context.
2. Interviewee 2
a. First interview
Interviewee 2 was a student from Office Administration class, as interviewee 1 was, who received the application of induction and closure
technique in the first three meetings. 1
What topics and materials did you learn in the first three meetings? Interviewee 2 was asked to explain what topics and materials she learned
in the first three meetings. Although she could not recalled them as fast as interviewee 1 did, interviewee 2 could remember the materials and topics learned
well.
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2 What did your teacher do in opening the lessons in the first three meetings?
Interviewee 2 said that the teacher activated the students’ knowledge by having some discussions about the materials and topics, asking questions to the
students, making reviews of the previously learned materials, explaining some vocabularies or even expressions that the students were going to face, and then
giving examples, in the real life context, so that the students had pictures how the materials and topics they learned would help them to cope with their daily life.
As interviewee 1 said, interviewee 2 also explained that teacher made use several aids such as listening passages and pictures to stimulate as well as help
students to be interested, to focus and finally to be active in their learning activities which finally led them to understand and be able to apply the materials.
Interviewee 2 stated that each lesson must have an objective, especially how the materials could be used in the real life, and what the teacher did to apply the
induction in the first three meetings helped them to realize the reasons of learning the materials and this raised the students’ motivation to continue their learning
since they knew that what they learned would be very useful in their life. 3
What did your teacher do to end the lessons in the first three meetings? As the application of closure technique, interviewee 2 informed that in the
end of each meeting, the teacher gave assignments to the students to apply what they learned in different contexts, had discussions about those assignments, and
finally made reviews on what they learned in each meeting and gave homework to stimulate the students continue the learning outside the class. Interviewee 2
explained how the homework given could make her more enthusiastic to study at
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home, and every time she studied at home, as most students do, she would have questions about the materials. Then, she could ask those questions to the teacher
in the next meeting, since the teacher always made reviews about the previously learned materials in the next meetings.
Interviewee 2 said that the way the teacher built a two-way communication, how the teacher was not the only learning source, and made use
the students as one of the learning sources, made the students felt easier to have discussions in the class. Interviewee 2 added that the students really enjoyed the
way the teacher taught in the class in the first three meetings. She said that sometimes the students were disappointed because the lesson was over when they
were enjoying the class.
b. Second interview
The second interview was done after the last two meetings, where the office administration class played the role as the control class without the
application of the induction and closure technique. 1
What differentiates the first three meetings and the last two meetings in term of the way the teacher opened the lessons? How did it affect your learning?
Interviewee 2 stated that there were differences in the way the teacher taught in the class. She said that the teacher, in the last two meetings, started the
lessons without making any effort to build the students’ knowledge as what the students had in the first three meetings. The teacher directly entered to the main
materials, gave explanations and asked the students to do more exercises.
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Interviewee 2 gave her opinion that what the teacher did gave difficulties to the students to understand the materials and they became less enthusiastic to learn.
She said that the students had to work harder by themselves to understand what they were learning, although she said most students finally could not understand
and apply the lessons as well as if the teacher did some pre-activities to focus the students and build their knowledge. Interviewee 2 preferred the way the teacher
opened the lessons in the first three meetings since the students were easier to understand the materials and its objectives so that they had more enthusiasm in
learning. 2
What differentiates the first three meetings and the last two meetings in term of the way the teacher ended the lessons? How did it affect your learning?
The same condition also happened in applying closure in the last two meetings. If the teacher always made reviews and asked the students to ask any
questions for any materials they had not understand, in the last two meetings, the teacher did not do that and seemed like required the students to had their own
reviews and understandings in each lesson. The same thing happened when the teacher gave homework, the students were not given any explanation about the
assignment, and for sure this gave its own difficulties for the students. She added that the reviews which the teacher did actually were very important. She said that
the complete explanation for each material was important, but the students would easily remember the materials by taking the core of the lessons from the reviews.
3 Which treatment would you prefer to have?
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Interviewee 2 made a conclusion that she preferred to what the teacher did in the first three meetings. She said that by having discussions, giving examples or
even using aids, the students could understand the materials and the objectives why they learned them better than if they started the lessons without any pictures
about the materials and ended them without anything they could remember about the lessons.
3. Interviewee 3
a. First interview
In the first interview, interviewee 3’s class, the accounting class, played the role as the control class, and did not experience the induction and closure
technique. 1
What topics and materials did you learn in the first three meetings? When she was asked about the topic the students learned on the first
meetings, interviewee 3 found it difficult to recall the topics as well as the materials.
2 What did your teacher do in opening the lessons in the first three meetings?
She explained that in each meeting, the teacher mostly directly taught the materials without giving any stimulation or asking questions to the students.
However, interviewee 3 said that this treatment did not give direct negative impact to her. She said that the most important thing is how the students could follow the
lesson and understand the materials explained during the lesson. 3
What did your teacher do to end the lessons in the first three meetings?
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At the end of each meeting, the teacher sometimes ran out of time and directly dismissed the class without making any review. Sometimes the teacher
still gave the students homework although the teacher did not make any review. However, interviewee 3 said that this treatment should not become an excuse for
the students to not study at home. Again, she said that she still could take the essence of the learning.
b. Second interview
In the second interview, the accounting class played the role as the experimental class, which received the application of induction and closure
technique in the last two meetings. 1
What differentiates the first three meetings and the last two meetings in term of the way the teacher opened the lessons? How did it affect your learning?
Interviewee 3 explained that in the last two meetings, the teacher gave more various ways of teaching to attract the students to focus on the lesson. For
example, the teacher told the students some stories based on the real life context as the examples of the application of the materials in the real life. The teacher also
made reviews on the materials and assignments taught and given in the previous meetings. This helped the students to focus to what they had learnt and they were
going to learn. The teacher also stimulated the students to brainstorm about the use of the materials they learned in the two topics by asking questions and having
some discussions. 2
What differentiates the first three meetings and the last two meetings in term of the way the teacher ended the lessons? How did it affect your learning?
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As the closure, interviewee 3 said that the teacher reviewed the materials they learned in each meeting and gave assignments to the students to apply what
they learned in different situations. interviewee 3 said that this kind of treatment helped the students to understand the materials better. The induction helped the
students because the students could know what they were going to learn from what their class discussion, meanwhile the closure helped the students to cope
with the materials. 3
Which treatment would you prefer to have? Interviewee 3 chose the treatment in the last two meetings, when she and
her classmates played the role as the experimental class. She said the application of induction and closure technique really helped the students, especially those
who cannot easily understand the materials.
4. Interviewee 4
Interviewee 4 was the last students interviewed for the research. She was from the same class as interviewee 3, the accounting class.
a. First interview
In the first interview, she was interviewed about the first three meetings where her class played the role as the control class, which did not get any
induction and closure technique treatments. 1
What topics and materials did you learn in the first three meetings? Interviewee 4 had a problem to make the review. She said that she forgot
the topics and materials that she learned.
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2 What did your teacher do in opening the lessons in the first three meetings?
The same situation also happened when she was asked about the ways the teacher induce and close the lessons. She said that the teacher greeted the students
and directly entered to the topics and materials by using handouts without making any pre activity to make the students aware of what they were going to learn.
However, as interviewee 3 said, interviewee 4 also explained that the absence of induction in the first three lessons did not give much effect on her study. She said
that she still could follow the lessons and understand the topics and materials the teacher tried explained.
3 What did your teacher do to end the lessons in the first three meetings?
Interviewee 4 said that for the closure the teacher only gave homework in several meetings without making any review on what the students learned in each
meeting and what they would learn in the next meeting. As interviewee 4 said, for the absence of the induction, she also said that the way the teacher ended the
lessons did not affect her in studying at home. She stated that she still could do the homework as well as had the same motivation to work on it as usual.
b. Second interview
In the second interview, interviewee 4 and her classmates in the accounting class, played the role as the experimental class, which received
induction and closure technique treatments in the last two meetings. Here, Interviewee 4 stated that teacher used different treatments from the first three
meetings.
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1 What differentiates the first three meetings and the last two meetings in term
of the way the teacher opened the lessons? How did it affect your learning? Interviewee 4 explained that the teacher used more various activities
especially in opening and closing the lessons, and that made the students more interested in following the lesson. The teacher used aids, such as pictures and
stimulated the students to use those pictures to activate their own experience on the topics learned so that the students became focused and aware of what they
were going to learn. Interviewee 4 stated that the students were better prepared in the last two meetings to receive the lesson. She said that what the teacher did
really worked to motivate the students to learn since they were aware of the importance of what they learned and the most important thing was that they
enjoyed the class. 2
What differentiates the first three meetings and the last two meetings in term of the way the teacher ended the lessons? How did it affect your learning?
Interviewee 4 said that different treatment was also given in closing the lessons. The teacher always made reviews on what the students learned, asking
whether there was anything they had not understood, before finally giving assignments as well as homework to apply what they learned in different
situations. Interviewee 4 said that this treatment helped her to understand and remember the topics and materials she learned better.
3 Which treatment would you prefer to have?
When she was asked to choose which treatment she preferred, she preferred the last two meetings than the first three meetings. Interviewee 4 stated
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that in the last two meetings she felt that she has more weight in the learning. She felt that she enjoyed the lesson, had more motivation in learning and understand
the materials better.
From the interviews above, the researcher generated that all of the interviewees agreed to prefer to the learning when their classes received the
treatment of induction and closure technique. The students stated that the induction and closure technique helped them to focus on and be interested in the
lesson resulting on better understanding and ability to apply the topics and materials they learned.
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CHAPTER V CONCLUSION AND SUGGESTIONS
