The effect of induction and closure technique towards the english mastery of the 11th grade students of SMK Bopkri Wates Yogyakarta - USD Repository

  

THE EFFECT OF INDUCTION AND CLOSURE TECHNIQUE

TOWARDS THE ENGLISH MASTERY OF THE 11 th GRADE STUDENTS

OF SMK BOPKRI WATES YOGYAKARTA

  A THESIS Presented as a Partial Fulfillment of the Requirement to Obtain the Sarjana Pendidikan Degree in English Education

  By :

  

Quindarta Yudi Atmanta

  Student Number : 041214075

  

ENGLISH EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

  

STATEMENT OF WORK’S ORIGINALITY

  I honestly declare that this thesis, which I wrote, does not contain the work or parts of the work of other people, except those cited in the quotations and references, as a scientific paper should.

  Yogyakarta, February 14, 2009 The Writer,

  Quindarta Yudi Atmanta

  

LEMBAR PERYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH

UNTUK KEPENTINGAN AKADEMIS

  Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Quindarta Yudi Atmanta Nomor Mahasiswa : 041214075 Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

THE EFFECT OF INDUCTION AND CLOSURE TECHNIQUE

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  TOWARDS THE ENGLISH MASTERY OF THE 11 GRADE STUDENTS OF SMK BOPKRI WATES YOGYAKARTA Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis. Demikian pernyataan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada tanggal 14 Februari 2008 Yang menyatakan,

  

FOR ALL TEACHERS AND STUDENTS….

  

ACKNOWLEDGEMENTS

  I would like to thank God for His blessings so that I could finally finish this thesis. This thesis was written and finished with support and help from marvelous people to whom I would like to give my gratitude.

  First, I would like to say my deepest gratitude to Paulus Kuswandono,

  

S.Pd., M.Ed., as the sponsor and advisor of my thesis. I would like to thank for

  his time, help, guidance, and encouragement. My gratitude also goes to all of the lecturers in the English Education Study Program of Sanata Dharma University, for giving and sharing me their knowledge in the last five years.

  I would also like to thank Drs. Sarmu Sunaryanto, the headmaster of

SMK BOKRI

  Wates, as well as Ibu Meinar and Ibu Luppi as the English

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  teachers in SMK BOPKRI Wates, and the 11 grade students of SMK BOPKRI Wates year 2008/2009, for allowing me to have a research in their school. I thank them for helping and guiding me during the research.

  My thanks would also go to all of my friends and colleagues in Sanata Dharma University, especially to my Mahatma family, Niken, Dita, Fajar,

  

Nugroho, Chris, and Riri , who always supported and helped me whenever I

  needed help to finish this thesis. Of course, I also have to thank my other friends, who I cannot mention one by one. I thank them for their support, knowledge, understanding and patience.

  Finally, I would like to express my deepest love and gratitude to my beloved family. My father, Bapak Mudjiman, my mother, Ibu Christiana

  

Sutiyem , and my brother, Prima Setya Nugraha. I thank them for always

  supporting and encouraging me so that I was so motivated to finish this thesis as soon as possible.

  Quindarta Yudi Atmanta

  TABLE OF CONTENTS

  TITLE PAGE …………………………………………………………. i APPROVAL PAGES …………………………………………………. ii STATEMENT OF WORK’S ORIGINALITY ………………………. iv DEDICATION PAGE ……………………………………………….. v ACKNOWLEDGEMENTS ………………………………………….. vi TABLE OF CONTENTS ……………………………………………... vii LIST OF TABLES ……………………………………………………. xi LIST OF FIGURES ……………………………………………………. xii ABSTRACT …………………………………………………………... xiii

  ABSTRAK

  ……………………………………………………………... xv

  CHAPTER I. INTRODUCTION ………………..………………….. 1 A. Background of the Study ……………………………......... 1 B. Problem Identification ……………………………………. 2 C. Problem Formulation ….………………………………….. 3 D. Problem Limitation ….……………………………………. 4 D. Objectives of the Study …………………………………… 4 E. Research Benefits …………………………………………. 5 F. Definition of Terms ……………………………………….. 6

  CHAPTER II. LITERATURE REVIEW …………………………….. 8 A. Induction ………………..…………………………………. 8 B. Closure ……………….………………………………….... 13 C. English Mastery …..………………………………………. 15 D. English Language Teaching in SMK ……………………… 17 E. Theoretical Framework …………………………………… 20 CHAPTER III. METHODOLOGY ………………………………….. 22 A. Research Methodology …………………………………… 22 B. Research Participants …………………………………....... 25 C. Research Instruments ……………………………………... 26 D. Data Gathering Technique ……………………………….. 27 E. Data Analysis ……………………………………….……. 30 F. Research Procedure …………………………………….… 32 CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ……….. 36

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A. Data Presentation: The 11 Grade Students of SMK BOPKRI Wates …………………………………….

  36

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  1. The English level of the 11 grade students of

  SMK BOPKRI Wates …………………………………

  37

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  2. The interests of the 11 grade students of

  SMK BOPKRI Wates …………………………………

  41 B. What are the steps of the induction and closure technique conducted in English language teaching in

  1. The first three meetings treatment …………………...

  42 2. The last two meetings treatment …………………….

  49 C. How does the induction and closure technique affect the students’ mastery? ……………………………………

  54

  1. Classroom observation ………………………………

  54

  2. Post-Tests ……………………………………………

  59

  3. Interviews ……………………………………………

  69 CHAPTER V CONCLUSIONS AND SUGGESTION ……………….

A. Conclusions ……………………………………………….. 82

1. Induction and closure technique that is applied in the

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  11 grade class of SMK BOPKRI Wates ……………… 82

  2. The effect of induction and closure technique towards the students’ English mastery ……………………………... 83

B. Suggestions ……………………………………………….. 85

  1. Suggestions for English teachers ……………………... 85

  2. Suggestions for other researchers ……………………. 85 REFERENCES ………………………………………………………. 87 APPENDICES ………………………………………………………..

  88 Appendix 1. Permission Letter 1 ……………………………..

  89 Appendix 2. Permission Letter 2 ……………………………..

  91 Appendix 3. Standard and Basic Competences for the

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  11 Grade of SMK ………………………………. 94

  Appendix 5. Interview Checklist …………………………….

  99 Appendix 6. Lesson Plans and Material Samples ………… 101 Appendix 7. Pre-Test and Post-Tests Samples ……………... 178

  LIST OF TABLES

  Table 1. The Research Procedure Design …………………………….. 33 Table 2. Pre-Test Result for Office Administration Class ……………. 37 Table 3. Pre-Test Result for Accounting Class ……………………….

  39 Table 4. Classroom Observation 1 for Experimental Class …………..

  43 Table 5. Classroom Observation 1 for Control Class ………………… 45 Table 6. Classroom Observation 2 for Experimental Class …………..

  45 Table 7. Classroom Observation 2 for Control Class ………………… 47 Table 8. Classroom Observation 3 for Experimental Class …………..

  48 Table 9. Classroom Observation 3 for Control Class ………………… 49 Table 10. Classroom Observation 4 for Experimental Class ………….. 50 Table 11. Classroom Observation 4 for Control Class ………………… 51 Table 12. Classroom Observation 5 for Experimental Class ………….. 52 Table 13. Classroom Observation 5 for Control Class ………………… 53 Table 14. Post-Test 1 Result for Office Administration Class

  (Experimental Class) ………………………………………... 59 Table 15. Post-Test 1 Result for Accounting Class (Control Class) ..…... 61 Table 16. Post-Test 2 Result for Office Administration Class

  (Control Class) ………………………………………... ……. 64 Table 17. Post-Test 2 Result for Accounting Class (Experimental Class) .. 66

  LIST OF FIGURES

  Figure 1. The Research Theoretical Framework ……………………… 21 Figure 2. Pre-Test Result Comparison ………………………………… 40 Figure 3. Class Average Comparison from Pre-Test Result ………….. 41 Figure 4. Pre-Test and Post Test 1 Result for Office Administration

  Class ……………………………..…………………………

  61 Figure 5. Pre-Test and Post Test 1 Result for Accounting Class ……

  63 Figure 6. Class Average Comparison from the Pre-Test and Post-Test1 Result ………………………………………………………

  63 Figure 7. Pre-Test, Post-Test 1, and Post-Test 2 Result for Office Administration Class ……………………………………….

  65 Figure 8. Pre-Test, Post-Test 1, and Post-Test 2 Result for Accounting Class …………………………….…………….……………. 67

  Figure 9. Class Average Comparison from the Pre-Test, Post-Test1 and Post-Test 2 Result ……………………………………… 68

  

ABSTRACT

  Atmanta, Quindarta Yudi, 2009: The Effect of Induction and Closure Technique

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towards the English Mastery of the 11 Grade Students of SMK BOPKRI Wates

Yogyakarta

  . Yogyakarta: English Education Study Program, Sanata Dharma University.

  It cannot be denied that learning is a sequential process which continues from time to time and relates one experience to another. This also happens in learning English. English language teaching is not only the case of delivering the language to the students, but how to make the language meaningful and functional in their life. The learning continuity can be bridged by the application of induction and closure technique in English language teaching. Through the application, students are always made aware of what they learned and will learn, the importance or objectives of their learning, how they will learn it to achieve the objectives, and of course how they apply the language in their real life context. The other advantages of the induction and closure technique are that there will be various activities to attract and focus students as well as to make them more enthusiastic for further learning. Unfortunately, in most of English language teaching in Indonesia, especially in formal schools, there are still a lot of teachers who are not aware of the importance of induction and closure technique. They still only focus on delivering the materials to the students and put aside the continuous and meaningful learning.

  This study is an attempt to find out how actually the induction and closure technique in English language teaching affects students’ learning. By taking

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  subjects from the 11 grade students of SMK BOPKRI Wates, Yogyakarta, the study is expected to be an alarm for the teachers that although induction and closure technique may only take a small portion in their teaching, they are very important to help students’ learning. There were two problems formulated in this study. First, what steps are conducted in the induction and closure technique is in English language teaching in SMK BOPKRI Wates, Yogyakarta. Second, how the induction and closure technique affects the students’ English mastery.

  In order to answer those questions, the writer conducted a research. There were five steps that the writer did in the research; conducting a library research, classroom observations, interviews and data analysis. The data gathering was done through the first three steps mentioned, before finally being analyzed. In the data analysis itself, the writer did several steps. First, the writer identified students’ characteristics and English level by using descriptive statistics. Second, the writer analyzed the steps in the induction and closure technique in the English language teaching. Third, the writer made the analysis of how the induction and closure technique affects students’ mastery towards the language they learned. In this last step, the writer triangulated the previous two analysis with some

  From the research result, the writer found out that induction and closure technique gave positive effects to the students. It was indeed true that in the terms of the mastery, one of which measurements was done through tests, the students only showed a little progress. However, there was an important fact that the induction and closure technique was proven to be able to foster the students’ motivation and awareness towards the language learning as well as to continue it for their further learning. These positive trends show the importance of the application of induction and closure technique in English language teaching. Finally, from the result, the writer expects that English teachers, especially Indonesian English teachers, will be more aware of the importance of continuous and meaningful learning through the application of induction and closure technique.

  

ABSTRAK

  Atmanta, Quindarta Yudi, 2009: The Effect of Induction and Closure Technique

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towards the English Mastery of the 11 Grade Students of SMK BOPKRI Wates

Yogyakarta.

  Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma. Tidak dapat dipungkiri bahwa proses belajar adalah sebuah proses berkesinambungan yang terus berlanjut dan saling berhubungan dari waktu ke waktu. Hal ini juga berlaku saat kita belajar sebuah bahasa, dalam hal ini Bahasa Inggris. Pembelajaran Bahasa Inggris bukan mengenai bagaimana menyampaikan bahasa tersebut kepada siswa, tetapi bagaimana membuat bahasa tersebut bermakna bagi siswa dan dapat dipergunakan dalam kehidupan nyata. Pembelajaran yang berkesinambungan tersebut dapat dijembatani melalui pembukaan (induction) dan penutupan (closure) di setiap akhir materi pembelajaran. Melalui teknik induction dan closure tersebut siswa disadarkan akan apa yang telah dan akan mereka pelajari, bagaimana mereka saling mendukung dan berhubungan satu sama lain. Siswa juga disadarkan pentingnya pembelajaran tersebut, tujuan yang akan dicapai dan bagaimana mencapai tujuan tersebut, hingga bagaimana menggunakannya dalam kehidupan nyata. Teknik

  induction

  dan closure juga membuat kegiatan pembelajaran lebih bervariasi sehingga siswa termotivasi dan bersemangat untuk belajar. Sayang, saat ini masih banyak guru Bahasa Inggris di Indonesia yang kurang menyadari hal tersebut. Masih banyak guru yang hanya fokus pada bagaimana menyelesaikan materi ajar dan menghiraukan pembelajaran yang berkesinambungan dan bermakna.

  Studi ini merupakan sebuah usaha untuk mengetahui bagaimana sebenarnya teknik induction dan closure mempengaruhi penguasaan siswa terhadap materi ajar. Dengan menggunakan siswa kelas 11 SMK BOPKRI Wates, Yogyakarta sebagai subyeknya, hasil dari studi ini diharapkan dapat menyadarkan guru akan pentingnya teknik induction dan closure. Ada dua permasalahan yang diformulasikan. Pertama, teknik induction dan closure apakah yang dilakukan dalam pembelajaran Bahasa Inggris di SMK BOPKRI Wates, Yogyakarta. Kedua, bagaimana teknik induction dan closure tersebut mempengaruhi penguasaan siswa terhadap topik dan materi yang dipelajari.

  Untuk menjawab pertanyaan-pertanyaan tersebut, penulis melakukan sebuah penelitian. Ada lima langkah yang dilakukan dalam penelitian tersebut; penelitian pustaka, observasi kelas, wawancara dan analisis data. Pengumpulan data dilaksanakan melalui tiga langkah pertama yang disebutkan, sebelumnya akhirnya dianalisa. Dalam analisis data sendiri, penulis melakukan beberapa langkah. Pertama, penulis mengidentifikasi karakteristik siswa, analsis ini akan sangat mempengaruhi analisis berikutnya. Kedua, penulis menganalisa teknik

  

induction dan closure apa yang dilakukan. Ketiga, penulis menganalisa bagaimana

  teknik induction dan closure tersebut mempengaruhi penguasaaan topik dan materi siswa. Dalam langkah terakhir ini, penulis mengkombinasikan dua langkah

  Hasil yang didapatkan penulis menunjukkan bahwa teknik induction dan

  closure

  memberikan efek yang positif kepada siswa. Meskipun dalam hal penguasaan, melalui hasil tes-tes, siswa hanya menunjukkan sedikit kemajuan, tetapi sebuah fakta penting bahwa teknik induction dan closure membuat siswa lebih termotivasi dan sadar akan pentingya pembelajaran Bahasa Inggris. Tren- tren positif ini menunjukkan bagaimana pentingya teknik induction dan closure sehingga akhirnya guru-guru Bahasa Inggris, terutama guru-guru Bahasa Inggris di Indonesia bisa lebih sadar akan pentingya pembelajaran yang berkesinambungan dan bermakna melalui teknik induction dan closure dalam pembelajaran Bahasa Inggris.

CHAPTER I INTRODUCTION A. Background of the Study The urgent need of mastering English in English as a foreign language

  environment, such as in Indonesia, certainly cannot be separated from the way the language is taught to the people of the country in the process of the English language teaching. English language teaching in Indonesia has gained a great focus since most of Indonesian people, especially students, have already got the image of English as something that is very difficult to learn. This negative image has motivated Indonesian English teachers to provide various ways of teaching that can change Indonesian people’s view, especially Indonesian students' view to English.

  Arising student's motivation, encouraging and making sure that they understand what they learn are very important in English language teaching.

  Those two concerns are included into the induction and closure technique of English language teaching. Induction and closure technique may only take a small portion in English language teaching, but actually they are very significant for the success of the whole activities. Good induction will bring a positive atmosphere for the next activities, and excellent closure will make sure that students have mastered the knowledge well and encourage them to learn more.

  Induction is an effort to prepare students and focus them to the materials lesson, but in each beginning of a learning topic. It can be done by establishing students’ curiosity, being warm and enthusiastic, varying learning activities, using teaching aids, and others. The teacher may also give instructions and relate materials with students’ prior knowledge. Mentally prepared students are those who know the purpose of their learning, what they are going to learn and how they will learn it. Students who are focused and motivated will enjoy, be more enthusiastic, and have better response towards the learning activities.

  Closure is aimed to give a review and encouragement on what the students learn, to know their achievement as well as to provide feedbacks for the teaching- learning activities conducted. It can be done by making a review and giving assignments or tasks to apply what the students have learnt. Closure is also done not only at the end of a lesson, but at the end of each learning topic. Closure will encourage students to apply their knowledge and motivate them to learn more.

  However, induction and closure technique does not include routine activities which are done by teachers, such as checking students’ presence, asking students to prepare their books, asking students to pray before going home and others. Those activities may need to be done, but they are not included to induction and closure technique. Induction and closure technique is activities which have direct relationships with the materials taught or learnt.

B. Problem Identification

  Unfortunately, some Indonesian English teachers still do not realize the activities without building students' interest and focusing them on what is going to be learned. The same problem also occurs in setting the closure. Some teachers do not make a review on what has been learnt and even mostly they just directly give homework and then dismiss the class. This kind of teaching surely will not make a better atmosphere in English language teaching; in fact, it will make it worse since students will not be interested in learning it.

  Based on informal observations, most of English teacher candidates, studying in English Education Study Program, Faculty of Teachers Training and Education in Indonesian universities have acknowledged this lack of students' interest and motivation as a great problem that must be solved. They would like to make English to be more interesting for the students by building their attention, interest and motivation to learn it. They also make the English learning to be more interesting by making a review on the whole activities and encouraging them to actively study by themselves through various interesting activities. Unfortunately, some teacher candidates have another problem; they do not have enough references about the sets of induction and closure technique in English language teaching. Therefore, more references in setting induction and closure technique will give more variation on their English language teaching resulting on students' higher interest and motivation to learn and master it.

C. Problem Formulation

  Based on the previous explanation, the problem of the study will be

  1. What are the steps of the induction and closure technique conducted in the English language teaching in SMK BOPKRI Wates, Yogyakarta?

  2. How does the induction and closure technique affect the students’ English mastery?

  D. Problem Limitation

  Among the problems presented, this study is focused on providing and analyzing the effect of induction and closure technique in English language teaching. In this study, the writer made some limitations. First, the writers concerned about the way teachers open or set induction and close or set closure on their English language teaching. Second, the writer concerned about the effects of the induction and closure technique in English language teaching. Third, this study is conducted by taking the English language teaching activities conducted in SMK BOPKRI Wates, Yogyakarta as the subject of the study.

  E. Objectives of the Study

  The objectives of the study are to answer the questions in the problem formulation:

  1. Knowing the steps of the induction and closure technique in English language teaching in SMK BOPKRI Wates, Yogyakarta

  2. Knowing how the induction and closure technique affects students’ English mastery.

F. Research Benefits

  The result of this study is expected to give valuable contributions to people who concern with English language teaching as follows:

  1. For English teachers, this study can serve as an input to develop teachers' competence in English language teaching and how to arise students' interest and motivation on English through setting good induction and closure technique in their English language teaching. From this study, it is expected that their teaching activities can be more effective and rich so that the students will not be afraid and bored to learn English.

  2. For English teacher candidates, this study is expected to be an input for them to create a contemporary English language teaching, which pays a great attention to the students' interest and motivation to learn English through excellent sets of induction and closure technique. This study is also expected to inspire English teacher candidates to create their own induction and closure technique to foster students’ interest, motivation, understanding and mastery towards English.

  3. Further Studies. This study is expected to support another study related to English language teaching activities, which employ activities to raise students' interest and motivation towards English. Induction and closure technique presented in this study can also be improved, developed, or implemented based on students' needs.

G. Definition of Terms

  The followings are some definitions of terms used by the writer in writing this study:

  1. Induction and closure technique Induction in English language teaching is activities to create an atmosphere in such a way that students' interest will be set upon the topic they are going to learn. It is conducted at the beginning of each learning material (Abimanyu, 1984:2).

  Closure is activities in English language teaching in order to ensure students’ mastery on the skills and material being focused and learned and arise their motivation to learn the skills and materials more. It is conducted at the end of each learning material (Abimanyu, 1984:3).

  Induction and closure technique is a technique of creating a supporting atmosphere for the students to learn at the beginning of the lesson and ensuring the students’ mastery towards what they have learnt in the lesson at the end of it.

  2. The effect of induction and closure technique: The effect of induction and closure technique in this study is meant by the result of the technique application towards the students’ learning, whether the technique has positive or negative effect or even does not affect their learning at all. The effect covers the students’ response towards the technique, which is reflected in their involvement in the learning, and also the students’ achievement, which is measured through tests.

  3. SMK BOPKRI Wates Yogyakarta

  Sekolah Menengah Kejuruan (SMK) is a vocational senior high school

  which gives more advanced formal education than elementary school and junior high school. A vocational senior high school is the continuity from the basic education, which runs a three-year education program (Depdiknas, 2007). Different from regular senior high schools (Sekolah Menengah Atas; SMA), SMK focuses the students directly to certain fields, the fields that are needed in the working environment in the society. Therefore SMK graduates sometimes are considered to be more ready to enter the working environment since they learn and practice the fields in their schools.

  SMK BOPKRI Wates itself is a vocational high school which concerns on

  accounting and office administration. Located in Wates, Kulon Progo, Yogyakarta, this school is supported by BOPKRI (Badan Oesaha Pendidikan

  

Kristen) Foundation, a Christian based educational foundation. The graduates of

SMK BOPKRI Wates are mostly received as employees in companies either as

  office administrators, accountants or secretaries.

  4. The English Mastery The language mastery is the ability to master a language and produce them creatively based on its rules to express their mind. The mastery of English skills then is the learners’ ability to master the English skills and produce them in order to speak their mind out. In this study itself, the mastery of English also concerned on the mastery towards the topics and materials that the students learned.

CHAPTER II LITERATURE REVIEW In this chapter, the writer would like to discuss theories related to the

  study. This chapter includes the theory of induction, the theory of closure, the theory of English mastery, the theory of English language teaching in SMK, and finally the theoretical framework of the study.

A. Induction

  Induction is activities which are conducted by a teacher to create a mentally prepared situation and focus students’ attention to the materials that are going to be learned. The induction technique is not just delivered in the opening of the class, but in the beginning of a new learning topic (Abimanyu, 1984:2). It can be conducted that by making use a discussion or a question and answer process or showing a device to encourage students to focus and learn (Brown, 1975:87). The purpose of induction technique is to clarify the goals of the teaching-learning activities and use students’ present knowledge and skills to be involved in the lesson (Allen and Ryan, 1969:19). It is also aimed to prepare the students for an appropriate and encouraging teaching-learning situation (Abimanyu, 1984:2).

  Setting induction will direct students’ attention to the learning tasks and sequences, and there has been an experimental research showing that the Gage, 1972 in Brown, 1975:87). Therefore, it is important to choose the introductory part of teaching-learning activities carefully. The factors that a teacher has to concern are the media and device used and also the students’ characteristics and interests. Telling a story or humor which have no relationship with the topic may attract students’ attention but it will not be helpful to help students to focus and master the materials going to be learned (Abimanyu, 1984:5). Another example of an inappropriate induction is by showing a device that is meant to help students to focus and brainstorm on the topics being learned, but in fact it distracts their attention to the material itself; students will not focus on the materials that the teacher wants them to focus on. For instance is by using a female picture as an illustration. Students will look at it attentively but it is unlikely that all of them are listening to the teacher’s explanation (Brown, 1975: 87).

  Meanwhile, according to Abimanyu (1984:7) the students’ characteristics and interests will deal with their age, sex, and economic-social condition. For example, children will mainly very love to listen to stories, playing toys. Teenage and adults will love to have discussions, analysis, and practical activities, such as role-playing. By paying attention to these factors, students will get more motivated since they attend what they really want to do.

  However, there have been observations showing that teachers often spend little time to prepare their class activity resulting on the inappropriate briefest introduction in their classes (Allen and Ryan, 1969:18). There are possible reasons forget to do it, second, they run out of time, third, they have no ability to make an induction. This situation will take result in the students’ perception towards a boring, difficult, and uninteresting lesson which brings result in their low motivation to learn it (Abimanyu, 1984:4). Another important point in setting induction is that the activities conducted in it must be meaningful, meaning that it must be appropriate, contextual and will support students’ mastery towards the lesson. Therefore, teachers and teacher candidates must be capable and have enough experience and practice to conduct induction in their teaching-learning activities.

  There are four main components that have to be concerned by teachers or teacher candidates in setting induction:

  1. Getting students’ attention (Abimanyu, 1984:6). It can be done through:

  a. Teaching style: It includes gestures, postures, standing position, and intonation. Giving too much unnecessary and awkward gestures and postures will distract students to focus on the materials. Inappropriate standing position and weak intonation will also hinder students to pay attention to what they should pay attention to.

  Therefore, neat dress, appropriate movements, good positioning and clear intonation will attract students’ attention and focus them on the lesson.

  b. Using teaching aids: It includes pictures, model, or scheme to attract students’ attention and stimulate them to use their prior knowledge to response the aids. c. Various interaction patterns: it includes questions and answers, discussions, showing devices or tools to be discussed, etc.

  2. Arising students’ motivation (Abimanyu, 1984:7). It can be done by:

  a. Being warm and enthusiastic

  b. Arising students’ curiosity

  c. Maximizing students’ interests

  3. Structuring (Abimanyu, 1984:8). This can conducted through:

  a. Stating the goals and the activities going to be conducted to achieve them

  b. Suggesting the steps to do in order to achieve the goals

  c. Reminding students about what is going to be learned

  d. Questions and stimulus 4. Making a chain (Abimanyu, 1984:9).

  It can be done by making a relation between students’ prior knowledge and the materials going to be learned. Then teachers will compare them to form a new mastery towards the topics.

  Induction is surely a very important part in English language teaching. Its aim to focus students to the learned materials and skills will help them to pay attention and give appropriate responses for the whole activities resulting in good mastery towards the lesson. Another positive point, which induction has, besides focusing students to the lesson, is that induction also gives motivation to students to learn English. The way it relates students’ prior knowledge and the lesson they learn the language. The prior knowledge itself is not only the cognitive knowledge they posses through formal schools but also from the experience they have in their life, including their favorites or even hobbies. This contextual and real used language will make the students aware of the importance of the language and have great motivation to learn it. Motivation is one of the keys that influence learners’ success in learning a foreign language (Dornyei in Brewster, 2002; 218). When learners have no motivation to learn English, teachers will have more difficulty in doing their jobs. If learners have negative impression towards the language, and feel that they are not good at it, they may not get a good achievement in learning it (Brewster, 2002; 219). Therefore, it is clear that induction is very important to raise students’ interest and motivation which will bring result in their well achievement in learning English.

  From the theories presented above, there are several things that are important to note in applying induction. Induction has to be meaningful for the students. It means that induction has to support students to master the materials and topics learned, and not distract them from the lesson itself. What teachers do in order to attract students’ attention to the lesson must also be related to the lesson itself. Therefore, unnecessary aids, gestures and postures, although they are very interesting and they attract students’ attention, they will be useless if they have no relation at all with what the students are going to learn. It may happen that when they are all done, the students will not pay attention to the lesson anymore since they are not aware of the importance of what they are going to

B. Closure

  Closure in English language teaching is activities to close the lesson by making a review on the materials being taught, evaluating students' mastery on the materials being learned, encouraging students to learn more and preparing them for the next English language teaching meeting (Abimanyu, 1984:3). There are two types of closure: cognitive and social (Brown, 1975:89). Cognitive closure is focused on consolidating what the students have learnt and focusing their attention on the main points covered in the lesson. Cognitive closure focuses on the materials. Meanwhile, social closure is focused giving the sense of achievement to the students in order to encourage them to continue learning. Social closure focuses on students’ encouragement.

  As proposed by Allen and Ryan (1969:20), closure is extremely valuable at the end of a lesson and particularly at the end of a unit. There are three approaches that can help teachers to make sure that the students have mastered the materials being taught or not. First, teachers make a review on the process having been done in learning the new materials. Second, teachers apply the materials to similar examples and cases. Third, teachers extend the materials to new or different situations.

  Similar to the induction, most teachers also do not conduct appropriate closure or even do not do it at all. The reasons for them to do so are also the same with the case in setting induction, that they forget, have no more time, or have no competency to do it (Abimanyu, 1984:4).

  There are some components in setting closure in order to check students’ full mastery on the materials being learned (Abimanyu, 1984:11), they are:

  1. Demonstration: Teachers may ask students to demonstrate what they have learnt

  2. Applying the new knowledge to a different situation: For example, after learning passive voice, then teachers may ask students to apply it in a situation that is different from the one used in the previous activities.

  3. Expressing students’ own opinion Teachers may ask students about their own opinion towards the topic being learned and it may also concern with the effectiveness of teaching-learning activities having been conducted.

  4. Written assignments Teachers may ask students to do some written assignments. It can be conducted as quiz or as homework.

  Closure is very important to be applied in English language teaching. Closure becomes the completion of induction. After the students are motivated to learn English, then closure will become a field to apply what they have learnt enthusiastically. Through closure students will make or have a review of the materials they learned so that they will have better understanding. Students will also have opportunity to apply what they have learnt to a contextual and real environment. Therefore, the task or assignment given in closure must encourage more about English. Closure also becomes the answers of students’ interest and curiosity which are arisen in induction. It will make them satisfied, actively learn the language, and have more questions to be answered in further learning. The answer to knowledge will make us satisfied and lead to other curiosity and questions about the knowledge (Green, 1971; 195).

  Another advantage of conducting closure is that it can provide feedbacks for the teaching learning activities conducted. Students’ achievement and opinion will become the evaluations for the English language teaching. It helps teachers to evaluate whether the English language teaching activities, including the induction and closure technique, are effective for the students to master the materials and skills or not. From this feedback the teachers will be able to find the best activities for their students to learn English.

C. English Mastery

  The English mastery is the ability to either perceive or produce English, covering the four English skills; listening, speaking, reading and writing skills.