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

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xiv ABSTRACT

Atmanta, Quindarta Yudi, 2009: The Effect of Induction and Closure Technique towards the English Mastery of the 11th 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 subjects from the 11th 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 instruments; students’ worksheet, including tests, and students’ interviews.

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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.

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xvi ABSTRAK

Atmanta, Quindarta Yudi, 2009: The Effect of Induction and Closure Technique towards the English Mastery of the 11th 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 analisis sebelumnya dengan beberapa instrumen seperti hasil lembar kerja siswa, termasuk hasil tes-tes, dan hasil wawancara.

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xvii

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.

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THE EFFECT OF INDUCTION AND CLOSURE TECHNIQUE TOWARDS THE ENGLISH MASTERY OF THE 11th 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

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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,

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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 TOWARDS THE ENGLISH MASTERY OF THE 11th 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,

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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 teachers in SMK BOPKRI Wates, and the 11th 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.

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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

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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

A. Data Presentation: The 11th Grade Students of SMK BOPKRI Wates ………. 36

1. The English level of the 11th grade students of SMK BOPKRI Wates ……… 37

2. The interests of the 11th grade students of SMK BOPKRI Wates ……… 41

B. What are the steps of the induction and closure technique conducted in English language teaching in SMK BOPKRI Wates? ………. 42

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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 11th 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 11th Grade of SMK ………. 94

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Appendix 5. Interview Checklist ………. 99 Appendix 6. Lesson Plans and Material Samples ………… 101 Appendix 7. Pre-Test and Post-Tests Samples ………... 178

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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

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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

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xiv ABSTRACT

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xvi ABSTRAK

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xvii

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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 which is going to be learned. A teacher does this not only at the beginning of a

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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 importance of induction and closure technique. They just directly go to the main

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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 formulated into these following questions:

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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.

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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.

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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.

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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.

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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 appropriate and various induction will affect learning outcomes (Aubertine, 1964;

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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 for them to do that inappropriate or even do not set any induction at all. First, they

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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.

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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 are going to have is an essential key in encouraging and motivating students to

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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 learn.

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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).

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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 students to feel the sense of achievement so that they will be motivated to learn

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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. 1. Listening skill:

The listening skill is the ability to perceive, understand and comprehend English sounds. The advantage of the skill is that by using the skill the learners would be able to get and maximize the exposure on English sounds. From the English native sounds, learners would be able to know English grammar, semantic rules as well as its paralinguistic elements, such as pitch, tone, stress and intonation (Shumin in Richards and Renandya, 2002:235).

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2. Speaking skill:

Speaking skill is the oral skill of the language; the ability to communicate orally using English. This skill would not only concern on the ability to speak, but also on the paralinguistic elements, such as pitch, tone, stress and intonation as the additional factor to knowing the language’s grammatical and semantic rules (Shumin in Richards and Renandya, 2002:204).

3. Reading skill:

Reading skill is the ability to comprehend English in the written form text. Reading skills would be beneficial for the learners’ career, study or just to gain pleasure (Shumin in Richards and Renandya, 2002:273). The other benefits of reading are that the reading activities in English language teaching would enable learners to learn new topics, have discussion, and also study the language itself; its vocabulary, grammar, idioms, etc. The graphical form of the language will help learners to see the forms of the language easily so that they will be able to discuss and learn its elements.

4. Writing skill:

The writing skill is the ability to produce the language in the written form or text. In this skill, learners are required to be able to generate and organize their ideas as well as translating them in the written text form. The spelling, punctuation and word choices are the factors that cannot be neglected in this skill. Therefore, writing skill is the most difficult and complicated skill of a language including English (Richards and Renandya, 2002:3002).

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English skills are the basics of English. These skills enable English to acquire its core function, which is as the mean of communication. As the theories above proposed, the four English skills, namely listening, speaking, reading and writing skills, are connected one to another. One skill would support the other skills. English skills are divided into two parts; inputs and outputs. Inputs would help students to have models which therefore would be used to help them perform the outputs. The inputs include listening and reading. Listening skills would help students to perform the speaking skill since they cover the sounds of English. While reading would help students to perform the writing skills since they cover the written forms of English.

In the relationship with induction and closure technique, for sure, those four skills can be integrated in order to motivate students to learn English which will bring result to their well mastery. The inputs can be used in induction, while the outputs can be applied in closure. Therefore, when English language teaching takes place, a whole teaching learning activities would be conducted. And when those skills could cover and support each other, English would be useful for its main purpose as the mean of communication. This would also bring an advantage that students will not be afraid of English anymore, but they will love it and learn it more since they know that it is very useful and applicable in their life.

D. English language teaching in SMK

Sekolah Menengah Kejuruan (SMK) or vocational senior high school prepares students to enter working environment. SMK students are projected to

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fulfill the competences required by industry, business or profession association (Depdiknas, 2007; 8). SMK students are expected to be able to cover the norms as social people, adapt and fulfill the requirements asked by the society and working environment. They are proposed as the normative, adaptive, and productive programs which SMK has to organize for students (Depdiknas, 2007; 9).

English language teaching in SMK also covers those required competences. English has a central role in students’ intellectual, social and emotional developments and it supports them to learn all study fields. It enables students to know themselves, their own and others’ cultures. English also enables students to express their opinions and feelings, participate in society, and develop their analysis and imaginative skills. English will arm students with the ability to understand and express information based on their skill programs to the society and working environments. English language teaching in SMK is aimed to master the four English skills to reach the competences, and apply the mastery to communicate orally or written (Depdiknas, 2007; 51).

The standard competences of English language teaching in SMK are divided into three levels: novice, elementary and intermediate levels (Depdiknas, 2007; 53). The novice level is expected to be mastered in the 10th grade, elementary level is expected to be mastered in the 11th grade, while the intermediate level is expected to be mastered in the 12th grade. Since the writer focuses the study to the 11th grade, the followings are the standard and basic competences of English in SMK for the 11th grade. The standard competence for 11th grade students is to communicate in elementary skills of English. The basic

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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 Nasional/Depdiknas (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 e d b a c k L i n e

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CHAPTER III METHODOLOGY

In this chapter, the writer discussed the methodology which was used to gather the data for the study. This chapter presents Research Methodology, Research Participants, Research Instruments, Data Gathering Technique, Data Analysis, and Research Procedure.

A. Research Methodology

In order to obtain the data for this study, the writer conducted a research. The nature used in the research was a mixed-nature between qualitative and quantitative researches. Qualitative research was used since it promotes broader and more natural data. It enabled the researcher to obtain the data needed based on the real behavior of the research participant. Qualitative research argues that human behavior is bound to the social reality (Ary, Jacobs and Razavieh, 1990;444). By using the qualitative research, the researcher was able to gather the data from various medium found during the data gathering, such as the learning atmosphere, students’ enthusiasm, teachers’ competence in teaching, and so on. This medium enabled the researcher to have a broader observation. By having a broader and natural data, the data gathered by the researcher were more valid and reliable to answer the research questions.

On the other side, the quantitative research was applied in order to get physical evidences from the data gathered. Those evidences supported the analysis

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and the result of the study. Quantitative research condenses data to see the main picture of the study, while the qualitative research enhances the data to see the key aspects of the study. Therefore, quantitative and qualitative researches can be used to support each other (Ragin in Neuman, 2006; 16).

The data gathered were used to answer the questions asked in the problem formulation. The questions are: What are the induction and closure technique conducted in English language teaching in SMK BOPKRI Wates, Yogyakarta? How does the induction and closure technique affect students’ English mastery? To answer those questions, the researcher conducted an experimental study. In this experimental study a researcher considers the factors that may influence a particular condition (Leedy and Ormrod, 2005: 217). Experimental study enabled the researcher to make a research on the real behavior of the studied participants towards the determined treatments in order to answer the research questions. By using the experimental study, the researcher was also able to observe any related and connected objects, such as the classroom situation, learning aids, and others, while observing the subject or participants. Experimental study enabled the researcher to see how induction and closure technique really affected the participants since they were exposed in two situations where the induction and closure technique was present or absent, which means that the experimental and control groups were present. This, again, provided a valid and reliable data for the researcher.

In this study, the researcher conducted library research, classroom observation, tests and interviews. To answer the first question, the researcher used

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library research, classroom observation and interviews. And in order to answer the second question the researcher used the library research, classroom observation, interviews and tests.

1. The library research:

The library research provided the references of previous researches and theories in English language teaching, especially in setting the induction and closure technique. Therefore it became the base for the research. The library research provided the theories in induction and closure technique which helped the researcher to analyze its application and effect towards the students’ learning. 2. The classroom observation:

The classroom observation was conducted to know the reality of the English language teaching in SMK BOPKRI Wates, Yogyakarta. By doing the classroom observation, the writer was able to make a cross-check to the real application of induction and closure technique in English language teaching in

SMK BOPKRI Wates, Yogyakarta, which also enabled the researcher to analyze it in terms of its effect for the students.

3. Interview:

Meanwhile, the interviews were conducted in order to complete the data. From the interviews, the researcher gained more contextual and complete data since the researcher was able to explore more information from the participants. The interviews were conducted to know what how the students’ response towards the induction and closure technique as well how it affected them.

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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 11th grade class of

SMK BOPKRI Wates, Yogyakarta. The 11th 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

In gathering the data, the researcher conducted four techniques, namely, library research, classroom observation, test and interview.

1. Library Research:

The library research was conducted in the library of Sanata Dharma University and in some bookstores, which provide relevant books for the application of induction and closure technique in English language teaching. The

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library research was also conducted in the form of internet studies. It was conducted in some internet centers enabling the writer to access some websites which are relevant to the study. As mentioned previously, this research became the basis of the following instruments and data analysis.

2. Classroom Observation:

The classroom observation was conducted in SMK BOPKRI Wates, Yogyakarta. This observation was conducted in sixteen class meetings for two classes; eight meetings for each class. Three meetings were used for pre-test, post-test 1, and post-post-test 2. Five meetings were used for the process of English language teaching as well as the induction and closure technique application. The observation paid attention to observe what induction and closure technique the teacher used and how it affected students in learning English. The categorizations on the application of induction technique are as described as follows:

a. Teacher related the previously-learned subject and the subject going to be learned

b. Teacher stimulated the students to focus to the subject or topic going to be learned

c. Teacher introduced the activities and objectives of the teaching-learning going to be conducted

Meanwhile, the categorizations on the application of closure technique are as described as follows:

a. Teacher made a review on the topic learned b. Teacher encouraged students for further learning

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c. Teacher informed the students what they are going to learn in the next meeting

Another categorization, observed in this research, was how the induction and closure technique affects the student’s understanding on English. The observation also focused on the students’ response, whether they were interested, motivated, and focused to the materials being learned or not. This also involved the learning environment and others third-party objects which might be related and connected with the research. The categorizations observed may change as long as the induction and closure technique conducted was proven to be effective to foster students’ English mastery.

3. Tests:

The tests were conducted in the forms of pre-test and post-tests. The pre test was conducted in the beginning of the research. This test was aimed to determine the students’ English skills background. Meanwhile, the post-tests were aimed to see how the application of induction and closure technique affected the students’ learning. The post-tests were conducted twice; after the first three meetings and after the last two meetings since the two classes took turns in playing the role as experimental and control class after the fourth meeting. Therefore, the researcher could compare the result when each class experienced experimental and control classes by considering each test result..

4. Interviews:

Meanwhile, the interviews were held after the post-test 1 and post-test 2. There were only four students chosen as the interviewees; two students for each

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class. The main focus of the interview is to check whether the reason and purpose of the induction and closure technique; the expectation to the students’ learning achievement from the induction and closure technique were in line with the students’ opinion or not and whether the sets of induction and closure technique conducted in the lessons really worked well for them and helped them in raising interest and motivation in learning and understanding the skills and materials learned or not.

The researcher used the techniques of library research, classroom observation and interviews to answer the first question in the problem formulation. While to answer the second question the researcher used the library research, classroom observation, interviews and tests.

E. Data Analysis

The data gathered from the classroom observations and interviews were analyzed by using narrative and descriptive analysis. The induction and closure technique was listed and analyzed on the purposes, and the students’ response; whether those sets of induction and closure technique could foster their interest, motivation and mastery towards English or not.

In order to check whether the induction and closure technique applied was effective to foster students’ motivation and mastery towards the learned skills and materials or not, the data were analyzed by comparing the data gathered through the three instruments above; classroom observation sheets, students’ worksheets and interview check list.

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1. The library research and classroom observation:

The library research as the basis of the study was used to underlie the researcher’s understanding and expectation towards the sets of induction and closure technique applied. This understanding and expectation then were compared with the result of the classroom observation to see the real application of the induction and closure technique. The classroom observation described what technique conducted and how it affected the students’ learning.

2. Students’ worksheet (tests) and interviews:

Then, the data were triangulated with the students through the interviews. The interviews covered the application of induction and closure technique, and the students’ opinion and achievement. The students became the determiners whether the applied induction and closure technique was really effective and useful to help them mastering the skills and materials learned. Another determiner to see the effect of induction and closure technique was seen from the test result. The researcher compared the pre-test and post-tests result to see the progress in the students’ learning after experiencing experimental and control classes.

In analyzing the test result, the researcher used descriptive statistics. It summarizes the general nature of the data and it describes the data as they look like, for example, the average of certain characteristics, how characteristics are closely related, and others (Leedy and Ormrod, 2005: 30, 252). In the study the researcher calculated the average score of the tests to be compared and analyze. This was done by calculating the mean of each test. The mean is found by

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calculating the sum of all the scores and dividing it by the total number of scores. In symbols it is formulated as follow (Leedy and Ormrod, 2005: 30, 258):

N X M = ∑

M = mean

∑ X = the sum of all scores N = the total number of scores

The mean was also used to determine the class’ English level average. The class average was determined by using the following classification:

English level grade = 9 – 10 = intermediate – expert 7 – 8.9 = intermediate

0 – 6.9 = beginner

F. Research Procedure

In general, the research could be represented in five big steps: 1. Pre-observation : library research, prior observation and pre-test 2. Treatment 1 : classroom observation for the first three meetings 3. Post-observation 1 : post-test 1

4. Treatment 2 : classroom observation for the last two meetings 5. Post-observation 2 : post-test 2 and interviews

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The design could also be drawn in the following table: Table 1. The Research Procedure Design

Time Æ

Class A Pre-Obs T1 Post-obs 1 - Post-obs 2

Class B Pre-Obs - Post-obs 1 T2 Post-obs 2

Pre-Obs = Pre Observation

T1 = Treatment 1

Post-Obs 1 = Post Observation 1

T2 = Treatment 2

Post-obs 2 = Post-Observation 2

From the table we could see that the classes took turns in playing the role as the experimental class. Class A in the first turn; the first three meetings, played the role as the experimental class and experienced the induction and closure technique while Class B, playing the role as the control class, did not experience the treatment. In the turn; the last two meetings, the roles were exchanged. Class A, as the control class, did not experience the treatment while Class B, as the experimental class, experienced it. The result of the design was then analyzed.

1. Pre-observation:

a. Conducting a library research:

In this step, the writer attempted to find appropriate books and documents which supported the study. The books and documents were used as the guidance of this study.

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b. Conducting prior classroom observation and pre-test:

After gathering data from the library research, the researcher conducted a prior classroom observation. The prior classroom observation was conducted to gather information about the students’ characteristics and background. Meanwhile, the pre-test was conducted in order to know the students’ English level.

2. Treatments: conducting the classroom observations

The writer conducted classroom observations over sixteen class meetings in SMK BOPKRI Wates, Yogyakarta. The writer concerned with the sets of induction and closure technique used in the English language teaching and the effectiveness of the induction and closure technique concerning with the students’ response and understanding on the materials being taught. The worksheets done by the students were also collected to support the researcher’s analysis and to see whether the application of induction and closure technique affected students’ learning or not.

3. Post-observations: a. Conducting post-tests

The post-tests were conducted after the fourth and seventh meeting. The post-tests were conducted to compare the students’ English mastery after experiencing experimental and control classes.

b. Conducting the interviews

The next procedure did by the researcher was conducting interviews to four students. These interviews were done in order to make triangulations on the

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reasons and purposes of the induction and closure technique applied in the classroom with the students’ response and achievement towards the induction and closure technique.

4. Analyzing the data

The last procedure done was the data analysis. The analysis concerned on the induction and closure technique applied English language teaching in SMK BOPKRI Wates, Yogyakarta and how the induction and closure technique affects fostering students’ interest, motivation, and mastery towards English.

The methodology presented above was used as the base in doing the research. In the next chapter, the researcher presented the result and discussion of the research in order to answer the questions asked in the problem formulation.

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CHAPTER IV

RESEARCH RESULTS AND DISCUSSIONS

This chapter presents the results and discussions on the findings of the research. This chapter consists of the data presentation and the answers to the research questions presented in chapter one. The first question is what steps of the induction and closure technique are conducted in English language teaching in

SMK BOPKRI Wates. The second question to answer is how the induction and closure technique affects the student’s English mastery.

A. Data Presentation: The 11th Grade Students of SMK BOPKRI Wates Before the writer conducted a research on the effect of induction and closure technique towards the English mastery of the 11th grade students of SMK BOPKRI Wates, the writer did an observation on the students’ background. The students’ background includes their level of English and interests. By knowing their level, the researcher was able to measure their progress in English mastery at the end of the research. On the other side, by knowing the students’ interests, the researcher was able to determine whether the induction and closure technique made use their interests or not and whether their interests helped them to master the skills and materials given or not.

1. The English Level of the 11th Grade Students of SMK BOPKRI Wates

In order to know the English level of the 11th grade students of SMK BOPKRI Wates, Yogyakarta, the researcher conducted a pre-test for the students.

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The pre-test included basic materials of English; they were simple present tense, simple past tense, and wh-questions. There were fifteen numbers in the test; ten numbers were in multiple choices forms, while five numbers were in error analysis forms. The example of the pre-test instrument is provided in Appendix 7 on page 178.

a. Pre-Test for Office Administration Class:

The following is the table showing the result of the pre-test: Table 2. Pre-Test Result for Office Administration Class

NO PRE-TEST

1 STUDENT 1 8.6

2 STUDENT 2 8

3 STUDENT 3 7.3

4 STUDENT 4 7.3

5 STUDENT 5 6.6

6 STUDENT 6 6.6

7 STUDENT 7 6.6

8 STUDENT 8 6.6

9 STUDENT 9 6.6

10 STUDENT 10 6.6

11 STUDENT 11 5.3

12 STUDENT 12 5.3

13 STUDENT 13 4.6

14 STUDENT 14 4.6

15 STUDENT 15 4

16 STUDENT 16 4

17 STUDENT 17 3.3

18 STUDENT 18 2.6

19 STUDENT 19 1.3

TOTAL 105.8

STUDENTS

From the result above, the researcher determined the class English level by calculating the mean. The following formula was used to determine the classes’ English level:

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Class average = Total score = class average Number of student

The result from the formula was classified into levels as follows:

English level grade = 9 – 10 = intermediate – expert 7 – 8.9 = intermediate

0 – 6.9 = beginner

There were only eighteen students followed the pre-test in the office administration class, one student was absent. From the result, the office administration class had four students who got 7 – 8.9 score range. While fourteen students were in 0 – 6.9 score range. This result shows that there were four students who were in intermediate level, and the rest of them, fourteen students were in beginner level. From the result the researcher also determined the class English level. The following is the counting of the level based on the pre-test result:

Class average = Total score = class average Number of student

= 105.8 = 5.57 = beginner 19

As the formula result shows, the office administration class had 5.51 for its class average. Therefore, it can be considered that this class was in the beginner level of English.

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b. Pre-Test for Accounting Class:

The following is the table showing the result of the pre-test: Table 3. Pre-Test Result for Accounting Class

NO SCORES LEVELS

1 STUDENT 1 10 INTERMEDIATE - EXPERT

2 STUDENT 2 9.3 INTERMEDIATE - EXPERT

3 STUDENT 3 8.6 INTERMEDIATE

4 STUDENT 4 8.6 INTERMEDIATE

5 STUDENT 5 8.6 INTERMEDIATE

6 STUDENT 6 8.6 INTERMEDIATE

7 STUDENT 7 8 INTERMEDIATE

8 STUDENT 8 8 INTERMEDIATE

9 STUDENT 9 8 INTERMEDIATE

10 STUDENT 10 7.3 INTERMEDIATE

11 STUDENT 11 7.3 INTERMEDIATE

12 STUDENT 12 7.3 INTERMEDIATE

13 STUDENT 13 7.3 INTERMEDIATE

14 STUDENT 14 7.3 INTERMEDIATE

15 STUDENT 15 6.6 BEGINNER

16 STUDENT 16 6.6 BEGINNER

17 STUDENT 17 6.6 BEGINNER

18 STUDENT 18 6.6 BEGINNER

19 STUDENT 19 6.6 BEGINNER

20 STUDENT 20 6 BEGINNER

21 STUDENT 21 5.3 BEGINNER

22 STUDENT 22 5.3 BEGINNER

23 STUDENT 23 5.3 BEGINNER

24 STUDENT 24 5.3 BEGINNER

25 STUDENT 25 5.3 BEGINNER

26 STUDENT 26 5.3 BEGINNER

27 STUDENT 27 4.6 BEGINNER

28 STUDENT 28 4.6 BEGINNER

29 STUDENT 29 4.6 BEGINNER

30 STUDENT 30 4 BEGINNER

31 STUDENT 31 3.3 BEGINNER

TOTAL SCORE 206.1

STUDENTS

In the accounting class, there were thirty one students who followed the pre-test, eight students were absent. The result shows that there were two students who got 9 – 10 score range, twelve students were in 7 – 8.9 score range, and seventeen students were in 0 – 6.9 score range. It shows that this class had two

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Post Test 1

Name : ______________________________________________

Class : ______________________________________________

Student Number : ______________________________________________

CHOOSE THE CORRECT ANSWERS. 1. Secretary : ____________________

Guest : Yes. Let Mr. Joko know that I will come to his office today.

a. Good morning, Joko speaking b. May I have your address? c. Would you like to leave a

message?

d. How may I help you?

2. Receptionist : __________________ Guest : It’s M‐I‐K‐E

a. May I have your phone number? b. How do you spell your name? c. Let me check if he is available d. Thank you for calling

3. Customer: I want this problem to be fixed soon!!

Customer service : ______________ a. We are very sorry for the

inconvenience.

b. Let me check if he is available c. Would you mind holding on the

phone for a moment? d. Thank you.

4. Leo : I study very hard! Chris : John, what did Leo say? John : ________________________ a. He said he studies very hard. b. He said he is studying very hard. c. He said he studied very hard. d. He said he was studying very

hard.

5. Nancy : I can pass the exam. Uncle : Sam, what did Nancy say?

Sam : _________________________

a. She said she can pass the exam. b. She said she cans pass the exam. c. She said she could have passed

the exam.

d. She said she could pass the exam.

6. Greg : I am doing my homework Christian : Hans, what did Greg say?

Hans : ________________________

a. He said he was doing his

homework

b. He said he is doing his

homework

c. He said he does his homework d. He said I am doing my

homework

7. I enjoy ______________ my parents.

a. help

b. helps

c. helped

d. helping

8. I am thinking about ____________ to Surabaya.

a. move

b. moves

c. moving

d. moves

(4)

182 9. I finish ___________ the task.

a. does

b. do

c. doing

d. did

10. ______________ is my life. a. Reading

b. Read c. Reads d. Readed

EXPLAIN HOW TO SEND AN SMS.

_______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________

(5)

Post Test 2

Name : ______________________________________________

Class : ______________________________________________

Student Number : ______________________________________________

CHOOSE THE CORRECT ANSWERS. 1. The secretary …… letters in her

office everyday. a. write b. writing c. writes

d. wrote

2. Hans …… the product with his car

everyday.

a. delivers b. deliver c. delivering d. delivered

3. Indonesian students …….

Indonesian Independence Day on

August 17, 2008 every year. a. celebrating

b. celebrates c. celebrate d. celebrated

4. Bunga : …… did you meet the

boss?

Citra : I met the boss last week. a. who

b. when c. where d. why

5. James : …… did your secretary

write?

David : She wrote a memo. a. what

b. when c. who d. why

6. Ari : …… was your girlfriend late? Rio : She was late because of the

traffic jam. a. what

b. where c. why d. who

7. The employees ... in Bali last week.

a. is b. was c. are d. were

8. Dewi and Handi …… John in the hospital two days ago.

a. visited b. visit c. visiting d. visits

9. Ron …… a message for you

yesterday.

a. leave b. leaving c. leaves d. left

10. Jacob ……. a new laptop

yesterday. a. buys b. buy c. buying d. bought

(6)

184

MAKE THE AFFIRMATIVES, NEGATIVES AND/OR INTEROGATIVES FOR THE FOLLOWING SENTENCES

1. (+) The teachers teach the students very well.

( ‐ ) ___________________________________________________________

(? ) ___________________________________________________________

2. ( + )___________________________________________________________

( ‐ ) ___________________________________________________________

(? ) Did Niken go to school yesterday?

MAKE THE WH‐QUESTIONS FOR THE FOLLOWING SENTENCE

Sarah plays a piano in the café every night.

3 4 5

3. ______________________________________________________________

4. ______________________________________________________________

5. ______________________________________________________________

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