1

TEACHER’S SET INDUCTION AND CLOSURE IN AN EFL STUDENTS’

CLASSROOM

(A Descriptive Research At SMK 1 Gunung Sari, Makassar)

A THESIS

Submitted as the Fulfilment to Accomplish Sarjana Degree

At Faculty of Teacher Training and Education

Makassar Muhammadiyah University

YUSRIANI YUSUF

10535 5548 13

ENGLISH EDUCATION DEPARTMENT

THE FACULTY OF TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF MAKASSAR

2018

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SURAT PERNYATAAN

Saya yang bertanda tangan dibawah ini:

Nama : YUSRIANI YUSUF

No. Stambuk : 1053 55548 13

Jurusan : Pendidikan bahasa inggris

Judul Skripsi : TEACHER’S SET INDUCTION AND CLOSURE IN AN

EFL STUDENTS CLASSROOM

Dengan ini saya menyatakan bahwa:

Skripsi ini saya ajukan didepan TIM penguji adalah ASLI hasil karya saya

sendiri, bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.

Demikianlah pernyataan ini saya buat dengan sebenarnya dan saya bersedia

menerima sanksi apabila pernyataan ini tidak benar.

Makassar, Desember 2017

Yang Membuat Pernyataan

YUSRIANI YUSUF

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SURAT PERJANJIAN

Saya yang bertanda tangan dibawah ini:

Nama : YUSRIANI YUSUF

No. Stambuk : 1053 55548 13

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : TEACHER’S SET INDUCTION AND CLOSURE IN

AN EFL STUDENTS’ CLASSROOM.

Dengan ini menyatakan perjanjian sebagai berikut:

1. Mulai dari penyusunan proposal ini sampai dengan selesainya skripsi saya,

saya akan menyusun sendiri skripsi saya, tidak dibuat oleh siapapun.

2. Dalam penyusunan skripsi, saya akan selalu melakukan konsultasi dengan

pembimbing

3. Saya tidak akan melakukan penjiplakan (plagiat) dalam penyusunan

skripsi ini

4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1,

2, dan 3 maka saya bersedia menerima ssanksi sesuai aturan yang berlaku.

Demikian perjanjian ini saya buat dengan penuh kesabaran.

Makassar, November 2017

Yang Membuat Perjanjian

YUSRIANI YUSUF

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ABSTRACT

Yusriani Yusuf. 10535 5548 13. Teacher’s Set Induction and Closure in an EFL

Students Classroom (A Descriptive Research at SMK Gunung Sari 1 Makassar).

2017. Guided by Hj. Andi Tenri Ampa and Farisha Andi Baso

This research was a descriptive research which investigated the teacher’s action

in performing set induction and closure in an EFL students classroom. Besides,

this research explored the students’ responses towards it. The research employed

qualitative method to answer the problem statements. A class XI and a teacher in

SMK Gunung Sari 1 Makassar were involved as respondents. Furthermore,

classroom observation and interview to the students were conducted to obtain the

data. The findings showed that teacher performed the set induction and closure in

relevance to the theories related to the set induction and closure performance.

Almost all components in set induction and closure have been implemented by the

teacher such as using gestures; using of audio-visual aid; variation of interaction;

presenting an interesting idea; stating the lesson objective; stating the topic;

asking question; relating to the past events, current events, and new events;

making a summary; and evaluating and the students’ give the positive response to

use set induction and closure in EFL Students classroom. Moreover, this research

also suggests the other researchers to conduct further research which related to

similar subject.

Keywords: Teacher’s Action, Set Induction, Closure.

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ACKNOWLEDGMENT

As a Moslem, the powerful and sacred words “Alhamdulillahirobbilalamin”

should be expressed for his only blessing Allah SWT for guidance and mercy that I

could successfully complete this thesis. Shalawat and Salam are addressed to the final

and chosen messenger the prophet Muhammad SAW (peace be upon Him).

Further, the researcher also expresses sincerely deepest gratitude to her beloved

parents Yusuf and Rosmawati, her sister Nurul Mutmainnah Yusuf, all of my family

for their endless love, prayer, financial, motivation and sacrificed for my success.

The researcher realized that in carrying out the research and writing this thesis,

many people have contributed their valuable suggestion, guidance, assistance, and

advice for the completion of this thesis. Therefore I would like to acknowledgment

them:

1. Rector of Muhammadiyah University of Makassar, Dr. H. Abd. Rahman Rahim,.

SE., MM.

2. Dean of Faculty of Teacher Training and Education (FKIP), Erwin Akib, S.Pd.,

M.Pd., P.hD

3. Head of English Department, Ummi Khaerati Syam, S.Pd., M.Pd.

4. My greatest thanks are due to my first consultant Dr. Hj. Andi Tenri Ampa, M.

Hum and Farisha Andi Baso , S.Pd, M.Pd, as the second consultant who has

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given their valuable time and patient, to support assistance and guidance to

finish this thesis.

5. All of the lectures of FKIP UNISMUH who have taught all knowledge for me.

6. Ir. Abdul Mutallib the hedmaster of SMK Gunung Sari 1 Makassar, Rahimi,

S.Pd, the teacher of English and all the students in SMK Gunung Sari 1 Makassar

who sacrificed their time and activities for being sample of this research.

7. Special thanks to my best friends (Zoo squad; Aswar, Ifah, Citra, and Aminah),

all my best friends in E class English Department 2013 and others friends that I

could not mention your name one by one thanks for your love, help, support and

encouragement.

Finally, for all everybody who gave valuable suggestion, guidance,

assistance, and advice to completion this thesis may Allah S.W.T be with us now and

forever. Amin

Billahi Fi Sabillilah Haq Fastabiqul Khaerat

Researcher

Yusriani Yusuf

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LIST OF CONTENTS

TITLE.....................................................................................................................i SURAT PERNYATAAN ................................................................................................ iii

SURAT PERJANJIAN .................................................................................................... iii

ABSTRACT ..................................................................................................................... iv

ACKNOWLEDGMENT .................................................................................................. vi

LIST OF CONTENTS ................................................................................................... viii

LIST OF APPENDIXES .................................................................................................. ix

CHAPTER I INTRODUCTION ............................................................................... 1

A. Background .................................................................................................. 1

B. Problem Statements ...................................................................................... 2

C. Objectives of the Study ................................................................................. 3

D. Significance of the Study ............................................................................... 3

E. Scope of the Study ........................................................................................ 4

CHAPTER II REVIEW OF RELATED LITERATURE ................................................. 5

A. Concept of Teachers Set Induction and Closure .............................................. 5

B. Implementation of Set Induction and Closure ............................................... 20

C. Conceptual Framework ................................................................................. 24

CHAPTER III RESEARCH METHOD .................................................................. 26

A. Research Design ......................................................................................... 26

B. Participants................................................................................................25

C. Instrument of The Research.........................................................................25

D. Data Collection ........................................................................................... 28

E. Data Analysis...............................................................................................27 CHAPTER IV RESEARCH FINDING AND DISCUSSION ........................................ 32

A. Findings ..................................................................................................... 32

B. Discussion .................................................................................................. 38

CHAPTER V CONCLUSION AND SUGGESTION .................................................... 48

A. Conclusion ................................................................................................. 48

B. Suggestion ................................................................................................. 49

BIBLIOGRAPHY

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LIST OF APPENDIXES

Appendix A: Classroom Observation Sheet

Appendix B: Interview Sheet

Appendix C: The Result Of Classroom Observation Sheet

Appendix D: Transcrip Of Interview Sheet

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CHAPTER I

INTRODUCTION

This chapter provides general outline of this study. It covers background,

problem statements, objective of the study, significance of the study, and scope of the

study.

A. Background

Teaching and learning is a process in which teachers transfer the learning

materials to students. This process requires steps or procedures to resolve. Normally,

there should be a procedure at the beginning, middle, and end of the process of

teaching and learning. Of course, the teacher in the learning process plays an

important role. Therefore means teacher should have been teaching skill.

According to Turney (1983) Set Induction and closure is one of the teaching

skills. Set Induction is beginning activities in learning process, such as checking

student attendance, or explain the topics to be discussed at that time. In fact, Set

induction is more than checking the presence or prepare a given topic. Instead, open

lessons should be -innovative creative activities that will raise the motivation of

students so that lessons can attract them, and finally learning materials can be

delivered in a proper way. Everything can happen in the classroom, but teachers will

be able to manage any situation by designing a lesson plan. Closure is a series of

activities at the end of the learning undertaken by a teacher while activities include;

the conclusion of material that has been given previously, and may give an

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opportunity for students to ask questions in accordance with the materials they have

received, as well as how teachers give homework to students. Set induction and

closure the learning intended to give to the students' learning motivation.

SMK 1 Gunung Sari Makassar was chosen as the research site because

researcher had done “Magang 3” at the same location. From previous experience,

researcher wanted to examine how a teacher provided to motivate students learning

English.

There were some researches related with the Teachers’ Set Induction and Closure

and English For Students’ Classroom. Sarah (2013) on her thesis found that, using a

set induction at the beginning of a lesson will have a significant effect on students’

engagement levels throughout the lesson when they are exposed to set induction at

the beginning of the lesson

This research will be different from the previous research because in this

research the researcher will analyze the teacher act in performing set induction and

closure in EFL young learners classroom and students responses to the teacher’s act

in Set Induction and Closure. Therefore the researcher chose the topic with the title of

“Teachers’ Set Induction and Closure in EFL Students’ Classroom: a Descriptive

Research in SMK 1 Gunung Sari Makassar.”

B. Problem Statements

The research problems are formulated in the following questions:

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1. How does the English teacher act in performing set induction and closure in an

EFL students’ classroom?

2. What are the students’ responses to the use of the teacher’s set induction and

closure in an EFL students’ classroom?

C. Objectives of the Research

Referring to the formulated questions in problem statement, the objectives of the

research are:

1. Finding out the teacher’s acts in performing set induction and closure in an EFL

Students’ Classroom.

2. Finding out the students’ responses to the use of teacher’s set induction and

closure in an EFL Students’ Classroom.

D. Significance of the Research

The result of the research is how the teacher’s act in performing set induction and

closure in improving students’ English ability. This research hopefully can give a

representation model for Teaching English to students, inform the teacher of how

classroom language are managed, can be used as a contribution to development of

English teaching learning. Then, it will give much more information for the

development of this education field and will be one of the references especially for

education students and English department students in general.

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E. Scope of the Research

The scope of this research is limited to identify teacher’s action in performing

set induction and closure in an EFL students’ classroom. Besides, it also identifies the

students’ responses during the implementation using English in set induction and

closure in an EFL Students’ Classroom

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter provides some theory of this research. It covers Teaching

Concept of Teachers Set Induction and Closure, and Conseptual Framework.

A. Concept of Teachers Set Induction and Closure

Turney (1983) reveals eight skills teaching that play an important role and

Determine the quality learning, These are: the competence to question the

competence of giving strengthening the competence to create the change, the skill

to explain, the power to open and close the education, skills to guide small group

discussions, skill to organize the class, and competence to teach small groups and

individuals. The competence of teaching is important to Become a teacher

professional. In addition, teachers must master the material, the jurisdiction of

Basic education is the competence of support for success in learning process. One

of the basic skills of teaching must master the teacher is the power to open and

close teaching.

James said as Chatib (2014: 80) thinks that understanding to open and to

close the education is not well controlled by teachers. A lot of teachers think that

the power to open and close the teaching only a "small" influence in the learning

activities, especially for learning success. But the reality is not so. Reviews These

skills are required in the learning process and Becomes one of the aspects of

teaching ability teaching.

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According to Clark and Dunn in Ammy (2013), lesson plan plays a critical role

in teaching and learning since it considerably affects classroom situtions. In designing

lesson plan, teacher should imagine what will happen in teaching learning process.

From the Set Induction (beginning) up to closure (closing) of that process.

1. Set Induction

There are defenition of Set Induction are given by some people, that a

similar meaning.

Dallat (2009:15) states that set induction is therefore used at the

beginning of a class so as to prepare students for optimum content

assimilation.

Wragg (1999) states that set inducton introduces a lessson, or new topic

whitin a lesson in a way which will interest pupils in what is to follow and

also help to establish what they already know.

Set is more than a brief introduction. Training in set helps the teacher

prepare students for lesson in order to induce the maximum payoff in learning

(Allen&Ryan in Nath 2009) Skill in managing resources and media for

introducing a topic in an interesting, logical and meaningful manner is

referred to as set induction.

Rusman (2011:80) states that activities to opening the lessons are

activities undertaken to start lessons. Opening lessons is a business or activity

conducted by teachers in learning activities to create pre conditions for

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students to mentally and attention focused on what he learned, so that the

business will have a positive effect on learning activities.

Mulyasa (2010:84) also added that opening lessons is an activity that

teachers undertake to create mental readiness and draw learners' attention

optimally so that they focus entirely on the lessons to be presented.

Wingkel in Uno (2010:174) suggests that opening the lesson is defined by

the actions of the teacher to create a mentally prepared atmosphere and cause

the students attention to focus on what will be learned.

Based on the above definitions, it can be concluded that the ability to

open the lesson is the ability of a teacher in preparing mentally and attract the

attention of learners before entering the lesson so that students centered with

what will be studied and learners have high motivation to continue to follow

the learning to finish with the spirit and High concentration also until the

desired competence is reached maximally.

Set Induction is the key of the entire learning process that must be passed.

Because if a teacher at the beginning of learning is not able to attract the

attention of learners then the process of learning goals will not be achieved

properly.

a. Purpose Set Induction

The general purpose of opening lessons is that learning processes and

outcomes can be achieved effectively and efficiently. The effectiveness of the

process can be identified from the precision of the students learning steps, so

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that the maximum learning efficiency can be obtained. While the effectiveness

of results can be seen from the level of mastery of students to basic

competencies that can be achieved.

According to Dallat (2009:15) Set Induction has 5 main pusposes:

1) To gain attention

2) To Arouse motivation

3) To Assess understanding of prior learning

4) To provide an overview of content that will follow

5) To determine the expectations of participants

According to Dallat (2009: 15), there are 4 key components of Set

Induction, as follows :

1) Perceptual Set

Perceptual Set refers to initial or first impressions and their impact on

the perceiver. Hargie in Dallat (2009) the initial perceptions in social

situations undoubtedly influence the expectations of participants.

2) Cognitive Set

Cognitive Set recognise the need for structure and underlines the

importance of mentally preparing the individual to assimilate new

content and or new experience.

3) Motivation Set

Motivation set is enchanced through effective stimulus variation,

including:

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a) Novel stimuli such as audio-visual/multi-sensory media

b) An intriguing problem: case histories, problem solving

c) A provocative but not intensitive statement

d) Behaviour change, for example : students teaching each other;

teacher warking in groups with students; teacher engaging in role

play. In other words, behaviours that might not usually happen.

4) Social set

Social set creates an environment in which others are helped to feel at

ease and are valued. A warm getting, pleasant exchanges or humour, all

serve to humanise the encounter, and often facilitate achievement of the

core task objectives’ (Hargie in Dallat) without social set, therefore, in a

sense all the other sets may become irrelevant.

b. Principles Set Induction

According to Marno and Idris (2010: 78), states the principle of Set

Induction is as follows:

1) Meaningful, the meaningful principle is to have the value of achieving

the goal of using the lesson skill. That is, the way the teacher in

choosing and applying the skills component to open the lesson has a

very appropriate value for students in conditioning the readiness and

interest of students to follow the lesson. Therefore, in choosing the

type of activity to open the lesson, it is necessary to consider its

relevance to the purpose of opening the lesson. To obtain meaningful

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meaning, teachers can choose activities or information that has

something to do with the subject matter.

2) Continuous ,is the idea of opening with the subject does not occur the

dividing line. Therefore, the opening idea with the subject matter must

be of relevance.

3) Flexible (Use gracefully) in this context means non-rigid use, in the

sense of uninterrupted or fluent. Smoothness in the arrangement of

ideas, ideas, or stories can facilitate learners in conception of the unity

of the concept of opening and can also easily anticipate the subject to

be studied. In a flexible context it does not have to express an idea, but

can by asking, carrying a model object, appointing students to be

models, giving puzzles and the like that are relevant to the subject.

4) Enthusiasm and Caring in communicating ideas, enthusiasm marks a

high degree of motivation from teachers and these results will have a

high motivation effect on the learner. Enthusiasm and care can be

demonstrated by asking questions of learners, asking why their friends

can not get in or tell a little story that can touch feelings that show

sympathy and empathy.

5) Technical Principles on the Use of Set Induction Skill technical

principles of Set Induction can be described as follows:

a) Short, dense and clear

b) Skills are not repeated or convoluted

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c) Using language that is easy to understand children

d) With examples or illustrations needed

e) The attentiveness of children.

c. Components of Set induction

1) Attract students' attention

There are many ways teachers can draw students' attention to the

lessons to be presented, such as through teacher teaching, the use of

varied media and learning resources and the use of varied teaching-

learning interaction patterns. A teacher who teaches by sitting or just

standing in a corner without much movement will make the students

sleepy. Teachers should vary the style of teaching, either through

movement or the use of voice and intonation in the way of entering the

class and so forth.

In Sanjaya (2009:43), to attract students attention can be done with:

a) Teacher's teaching style

b) Convince students that the material or learning experience that will be

done is useful for him / her.

c) Do things that are considered odd for students, for example by using

tools.

d) Make a fun interaction.

2) Gives motivation

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According to Hamalik (2011:16), there are three functions of motivation

that is :

a) As a driver of the emergence of behavior or an act, without

motivation there will be no action like learning.

b) As a director, it means to direct the deeds of achievement of desired

goals.

c) As a driver. It functions as a car engine. The size of the motivation

will determine the sooner or later of a job.

3) Giving Reference

Abimanyu and Raka Joni in Mulayasa (2010:86)suggested that

giving references or signs is an effort to express a specific and brief set

of alternatives that enable students to get a clear picture of what will

be learned and how to be taken in learning the subject matter.

According to Mulyasa(2010 :86), provide a reference can be done

by:

a) Bring out goals and task boundaries

This means the learners will get a description about the scope of

the materials that will be study and the students task.

b) Suggest steps to be taken

It aims to be directed learners way of learning especially in doing

their duties, teachers first give examples or demonstration.

c) Reminds the key issues to be discussed

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There are several ways that can be done to remind the key issues

to be discussed. For example, teachers remind learners to discover

positive or negative things and traits about a human concept,

object or image.

d) Asking question

Questions raised before explaining learning materials will lead

learners to the content of the lessons to be learned. For example,

before it is explained that the rain comes from steam, teachers can

ask questions to help learners understand the occurrence of

evaporation.

4) Making a connection

To make connections in opening lessons, teachers can do so by

connecting between material to be delivered with material that has been

mastered by students. Besides, it should be related to the experience,

interest, and needs of the students. Teachers can do the following ways:

a) Asking apersepsi questions

b) Briefly review the contents of past lessons

c) Linking the material taught to the learner's environment

d) Linking similar and sequential lessons, for example, ducks, chickens

can be linked to each other to teach about poultry.

The others the components of Set Induction skill involved are :

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1. Movements, It means that making movements from one place to

another with some purpose. (For writing on the black board, to

conduct experiment, to explain the chart or model, to pay attention

to the pupil who is responding to some question etc.)

2. Gestures ,these include movements of head, hand and body parts to

arrest attention, to express emotions or to indicate shapes, sizes and

movements. All these acts are performed to become more

expressive.

3. Change in Speech Pattern, when the teacher wants to show emotions

or to put emphasis on a particular point, sudden or radical changes

in tone, volume or speed of the verbal presentation are brought out.

The change in the speech pattern makes the pupils attentive and

creates interest in the lesson.

4.Change in Interaction Style,when two or more persons communicate

their views with each other, they are said to be interacting. In the

classroom the following three styles of interaction are possible:

a) Teacher ↔ Class (Teacher talks to class and vice versa)

b) Teacher ↔ Pupil (Teacher talks to pupil and vice versa)

c) Pupil ↔ Pupil (Pupil talks to pupil)

All types of interaction should go side by side to secure and sustain

pupils’ attention.

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5. Focusing, the teacher draws the attention of the pupils to the

particular point in the lesson either by using verbal or gesture

focusing. In verbal focusing the teacher makes statements like,

“look here” listen to me” “note it carefully”. In gestural focusing

pointing towards some object with fingers or underlining the

important words on the black board.

6. Pausing,this means “stop talking” by the teacher for a moment.

When the teacher becomes silent during teaching, it at once draws

the attention of the pupils with curiosity towards the teacher. The

message given at this point is easily received by the pupils.

7. Oral-Visual Switching, the teacher gives information to the class

verbally about something. This is called oral medium. When the

teacher is showing maps, charts and object without saying

something, this is called visual medium. If the teacher is giving

information to the pupils through any one medium (oral, visual, oral

visual) for a long time, it is possible that the students may lose

attention to what the teacher is conveying to them. Therefore it is

essential for the teacher to change medium rapidly in order to

secure and sustain pupils’ attention to what he says.

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2. Closure

There are some definition of closing the lesson (Closure) are given some

people as follows:

Wragg (1999) states that closure is rounding off a lesson or topic so as to

reinforce pupil interest in it and also help to recapitulate what has been learnt:

and making connections between what has ben learn.

Mulyasa (2010:84) closing the lesson is an activity undertaken by

teachers to know the achievement of goals and understanding of learners of

the material that has been studied, and end the learning activities.

While Rusman (2010:92) argues, closing the lesson (clouser) is an

activity undertaken by the teacher to end the lesson or teaching and learning

activities.

Based on the understanding of the experts above, it can be concluded that

the closing skills of the lesson is an activity undertaken by the teacher by

ending the core activities of the lesson in other words, providing a

comprehensive picture of what students have learned by knowing the level of

student achievement and the success rate of teachers in the learning process .

Closing the lesson (Closure), the activities carried out by the teacher is to

end the lesson or terminate the activities of educational interaction. Effort to

close the lesson is intended to give an overall picture of what has been learned

protege, determine the level of achievement of the students and the success

rate of teachers in educational interaction process.

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According Dallat (2009:18), there are four elements of closure as follows:

1. Cognitive Closure, refers to a synthesis of main points and checking

that they have been undestood. Teacher and students, both, summarise

during cognitive closure.

2. Perceptual Closure. It is evident and clear to all concerned that closure

is about to occur. Applied to teaching, peceptual closure would take

place when students are explicity made aware that a specific aspect of

content is ending aand a new one is about to begin.

3. Social Closure, involves social reinforcing what has been achieved

and or covered during an interaction. Reinforcement may either be

“task related” or “non-task related”.

4. Motivational Closure seeks to stimulus on going engagement.in

teaching, the use of motivating statements drawing attention to

new/additional/useful sources, or to follow-up exercise aimed at

reinforcing learning.

a. Purpose Closure

The general purpose to cue students to the fact that they have

arrived at an important point in the lesson or the end of alesson, tohel

organize students learning, to help form a coherent picture, to

consolidate, to elimnate confusion and frustration, etc., to reinforce the

major points to be learned, to help establish the network ofthought

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relationship that provide a number of possibilities for cues for

retrieval.

Winataputra (2002:84) states that, the goals to be achieved by

applying closing skills are:

1) Strengthen students' understanding of the learning activities that

have taken place

2) Knowing the success of students and teachers in learning activities

that have been undertaken

3) Provide follow-up to develop newly mastered skills.

b. Components of Closure

1) Review

Reviewing the lesson that has been submitted can be done by

summarizing the core of the lesson or drawing a conclusion that

refers to the objectives that have been formulated. This activity is

done to solidify the items that have been presented. These activities

summarize and draw conclusions can be made by learners under the

guidance of teachers, by teachers, or learners with teachers.

According to Marno & Idris (2010:91), the review can be done by:

a) Summarize the core of the lesson

The teacher asks the students to make a summary both orally

and in writing. This summary can be done individually or in

groups.

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b) Make a summary

By making a summary the student can establish the core mastery

of the subject matter he has learned.

2) Evaluate

Evaluation is done to determine the effectiveness of the learning

done and to know whether the goals that have been formulated can

be achieved by learners through learning. Evaluation results can be

used for various purposes to assess students and also to reverse

learning programs, Mulyasa (2010:88).

3) Follow-up

Follow-up is an activity that must be done by the students after the

learning is done. Follow-up activities need to be given by the

teacher in order to stabilize themselves in the learners towards the

achievement of the learning objectives that have been formulated.

4) Give psychological or social encouragement

The human element in teacher-student interaction is mutual respect

by providing psychological or social support that can support the

achievement of teaching objectives. This can be done by the teacher

at the end of each lesson with words of praise. Providing

psychological or social impetus can be done by:

a) Praises the results achieved by learners by giving praise or

prizes.

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b) Encourage more enthusiasm in learning to achieve higher

coopency by demonstrating the importance of the material

being studied.

c) Provide positive expectations for learning activities that have

just been implemented

d) Convincing of the potential and ability of learners to achieve the

success of learning competence in fostering self-confidence.

B. Implementation of Set Induction and Closure

The Set Induction and Closure is held at the beginning and end of the lesson.

This means before teachers explain a material in advance the teacher must be

able to condition mentally and attract students attention on the material to be

studied. For example, by generating motivation and giving a reference or

structure of the lesson by indicating the purpose or competency base on the

indicators of learning outcomes, the subject matter to be discussed, the work

plan, and the distribution of student learning time. Similarly, before ending the

lesson, the teacher must first close the lesson, for example by giving a summary

or evaluating.

In Marno and Idris (2010:82), Implementation of Set induction and Closure

is also carried out at the beginning and end of the core lesson activities. That is, a

teacher in initiating and ending a core piece of subject matter should also open

and close the lesson. For example, opening the lesson by linking the core of the

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material that has been mastered by students such as the definition of material and

the usefulness of transformation in everyday life with the core of the material

problem-solving in the form of questions. And every core of the subject that the

student has learned must also be covered by a consolidation or evaluation of the

material by means of a question and the conclusion of the material.

According to Dallat (2009:19) states that applying set induction and closure

in teaching is a considerable undertaking for any teacher, and even the most

experienced may find it an enormous challenge. For students, the value of a

lecture or similar form of presentation is diminished greatly when they:

1) have difficulty in hearing and seeing the presenter

2) are unclear as to purpose and relevance

3) are unable to see connections with previous inputs (often made by different

staff)

4) consider that too much is being covered too quickly

5) or are unable to participate (ask questions, make comment, ask for

clarification): in other words, there is no active learning.

Thus, a good presentation should have a clear structure and SMART‟

learning outcomes, be logically sequenced and timed, and, crucially, as

interactive as possible.

22

Attributes of an effective presentation therefore include :

1. At the beginning (Cognitive Set):

a. Welcoming participants, while ensuring you can be seen and heard

b. Providing a visual overview of the learning outcomes and content

c. Providing opportunities for their clarification

d. Explaining how new content will build on previous content

e. Assessing prior knowledge and understanding

f. Stressing purpose, relevance and value (a high priority)

g. Explaining key terminology

2. At the end (Closure):

a. Leaving adequate time to summarise (understanding is assessed/learning

is consolidated: final closure occurs)

b. Involving students in summarising, or asking questions, or providing

comment. Often it is the latter, more than the request or invitation to ask a

question, that can prove more appealing

c. Reminding students of further reading on the topic; clarifying how lecture

content is linked to next input

d. Setting specific tasks for follow-up work: developing responsibility and

independence inrelation to this (for example, preparing for the next class)

e. Obtaining feedback

f. Briefly saying what the next class will be about and why

23

g. Reinforcing purpose, value and usefulness/encouraging students to assess

this for themselves

h. Thanking students for attending

24

C. Conceptual Framework

The conceptual framework underlying this research is shown in the following

figure.

Teacher ‘s

action in

performing

Set

Induction

Teacher’s

action

performing

closure

Teacher ‘s

performance

in attention

gaining

Teacher’s

performaance

in giving

structure

provision

Teacher’s

performance

in lingking

cognitive

ability

Classroom

Interaction

Teacher’s

performance

in reviewing

classroom

activities

1. Making a

summary

2. evaluating

3. 2.

Evaluatin

g

1. Presenting

an

interesting

idea

1. Stating the

lesson

objective

2. Stating

the topic.

3. Asking

question

1. Relating to

the past

event,

current

events,

and new

events

teacher ‘s

performance in

stimulating

motivation

1. Using

Gestures

2. 2. Using an

audio-visual

teaching

aids

3. Variating of

interaction

25

Based on conceptualframe work above, the researcher examined the skills of

teachers in performing set induction and closure, researcher used classroom

observation, interviews, and questionnaire. Set Induction consisted of four

components; such as gaining attention, stimulating variation, structure provision

and lingking cognitive ability. then closure consisted of one component that was

reviewing classroom activities.

26

CHAPTER III

RESEARCH METHOD

This chapter covered the research methodology that elaborated the research

design used in this research in order to find out the answers of problem statement in

chapter I, those were : (1) how does the English Teacher act in performing set

induction and closure in an EFL Students’ Classroom; (2) what are the students’

responses to use of teacher’s set induction and closure in an EFL Students’

Classroom?. This chapter also covered the population and sample of the instrument

of the research, the data collections, and the techniques for analyzed the data.

A. Research Method

This research employed a descriptive qualitative method. This research used

qualitative approach since it tried to describe rather than to count. It was aimed to

describe and interpret how the teacher’s act in performing set induction and closure in

an EFL Students’ Classroom and the students’ responses to the use of teacher’s set

induction and Closure given. The purpose of qualitative approach is to understand,

describe and explain beliefs, behaviors and meanings in context-specific settings (Wu

and Volker, 2009). The method used in this research was a descriptive method

because this research was intended to describe the phenomena of the teacher’s set

induction and closure in an EFL students’ classroom. As what stated by Creswell

(2008: 254) descriptive study is an investigation which is a detailed rendering of

27

people, places, or events in a setting in qualitative approach. In line with that

descriptive is used to give detail of portrayal of specified situations (Wu & Volker,

2009).

B. Participants

The participants of this research were eleventh grade students in SMK 1

Gunung Sari Makassar, the researcher used purposive sampling technique from the

teacher who performed set induction and closure in English classroom and 25

students who were active in English learning process set induction and closure in

English in the classroom.

C. Instrument of the Research

The instruments of this research were:

1. Observation check list. It used to know and to understand the activity

performed by the teacher when he taught the students.

2. Interview. It used to make a clear the result of classroom observation and

using Set Induction and Closure by their teacher.

3. Questionnaire. It used to get some information of students’ responses about

the using Set Induction and Closure by the teachers .

28

D. Data Collection

There were three data collection techniques employed in this research;

Classroom observation, interview and questionnaire. Each technique of data

collection was described below.

1. Observation

According to Sujana (1989) observation is an instrument of collecting

data that can be used to measure the behavior of an individual or the person’s

activities which could be observed in real situation or in artificial situation.

Moreover, as what stated by Fraenkel and Wallen (1990: 369) observation is a

collecting data process to record the information of things that are observed. In

this research, participant observation was used since it was the best way to know

how people behave and to look toward something, or how things look. In

addition, through observation, the teacher could observe implicit understanding,

how theory in use, and respondents’ point of view (Alwasilah, 2002: 155).

Technically, classroom observations are design to conduct in six meetings.

During the observation this research used observation sheet to record the

data. The observation sheet covered the implemention of theories that related to

the research.

2. Interview

There are two kinds of interview that used as research tools; the structure

interview and unstructure interview. This research used unstructure interview.

Structured interview is interview that consists of formulated questions which are

29

designed to be answered in line with data required (Sugiyono, 2008). In this

research, an interview conducted only to the teacher.

In addition, the questions in the interview delivered in Bahasa Indonesia.

It aimed to avoid misunderstanding and to make it easier for the participants to

answer the questions. The interview recorded use a voice recorder. As

recommended by Creswell (1994: 152) the interview is record first and the

teacher transcribe it later.

3. Questionnaire

The form of questionnaire was close ended, it’s aimed to avoid the

ambiguous answered from the students’. Where the respondents should choose

between the answer. Thus, the respondents were required a put a check or thick

(√) in the place that the best reflect their opinion or beliefs about statements that

had been given in the questionnaires. The questionnaire consist 10 questions.

No Teachers’ Act Items Number

1 Teachers’ act in performing set induction. 1,2,3,4,5,6,7,8

2 Teachers’ act in performing closure. 9, 10

E. Data Analysis

The obtained data were analyzed by descriptive qualitative data analysis.

The data in this research were gained through observation and interview. Those

two types of data collection technique were technically different. Eventhough,

both observation and interview were transcribed in the same way. The data also

30

were analyzed by the descriptive quantative espeacially the data from

questionnaire.

1. Observation Classroom

Observations Classroom was conducted in fourh meetings. In

observation, the instruments were used to observe the teacher in performing set

induction and closure such as observation sheet.

Observation data were analyzed through four steps. The first was

reviewing, which was aimed at drawing the general description about teacher’s

acts. The second was transcribing, which was intended to see the pattern of

teacher’s act in performing set induction. The third was analyzing, to find out the

teacher action in performing set induction and closure by completing the

observation sheet. The final step was interpreting the data in order to get a clear

picture of the result of the investigation. The data was interpreted by describing

how the teacher acted in performing set induction and closure and describing

how the students’ responses on the teacher’s performance.

2. Interview

The second technique employed in data collection of this research was

interview. It was conducted in order to get in-depth information from the

participant (Alwasilah, 2000). The interview was conducted after doing the

classroom observation.. In an in-depth interview, the research gained more

information about the topic than the structured interview (Alwasilah, 2000). The

31

interview consisted several questions for teachers related to teacher’s

performance in performing set induction and closure.

3. Questionnaire

The descriptive qualitative data analysis was applied to find the

respondents’ tendency on perspective, opinion and judgment. It was used to

analyze the students’ responses to use of teacher’s set induction and closure in

an EFL students classroom. The gathered data was processed with following

steps :

a. the reseacher collected the questionnaire

b. the researcher classified the questionnaire based on the statement

about teacher’s action in performing set induction and closure in

teaching and learning process

c. after classified, the researcher counted the number of respondents

with positive and negative response from each statements

d. the result of questionnaire data to be presented in report.

32

CHAPTER IV

FINDINGS AND DISCUSSIONS

This chapter deals with the findings and discussions of the research, which was

indeed regarded as the core of the conducted research. It displays full detail of the

research findings at the beginning, and discussions of the findings coming along

afterwards. The finding section covers the descriptions of the observation sheet and

the descriptions of interviews, after all, the discussions of what have been describe in

the finding are the closure of this chapter. The result of interview sessions were

presented orderly based on the question, which means after one question was coming

afterwards.

Findings

The findings aim at answering the research questions as follows :

1. The teacher’s act in perform set induction and closure in EFL students’

classroom.

1.1. The result of Classroom Observation Checklist

From the data obtained through the observation, the teachers’ act in

performing set induction and closure in English teaching was conducted how

the teachers can make an action in :

a. Gaining attention of the students such as using gestures, using audio-

visual aid, and using variation interaction

b. Stimulating variation such as stating the topic and asking the question that

connecting with the topic.

33

c. Structure provision such as stating the topic of lesson and asking question.

d. Make a cognitive link such as explain the topic that relating to past event,

currentc event, and new events

e. Reviewing classroom activies such as making a summary and evaluating.

1.2.The result of Classroom Observation Checklist

It is obvious from the interview on how the teachers act in performing set

induction and closure in learning english as a foreign language. There are four

categories in set induction categories and one categories of closure action.

From the five categories there are ten question. The categories follow:

a. Teachers’ action in performing set induction in attention gaining

categories.

The categories aimed to gain the students attention. Based on the

interview sheet, there are three componets in gaining attention such as using

gestures, using an audio-visual aid, using variation of interaction. The result

of interview following the paragraph :

Using Gestures, after analyze the interview sheet, the researcher

conclude that to gain the students attention in learning process, the taecher

using gesture such as body movement, hand movement, facial expression.

Using an audio-visual aids, the teacher describing the lesson material

and topic by using teaching aids, such as chart, video and slide of power

point and it make the students easy to understand explanation from the

teacher.

34

Using variation of interaction, there are some way that the teacher

used to gain the students attention such as variation of interaction such as

build the interaction with the students, for example ask the students

problem in understanding the lesson, ask the students opinion abaout the

material of lesson andask the students previous knowledge about the

material.

b. Teacher action in performing set induction in stimulating variation

categories .

The stimulating motivation is a way of enhancing children learning

by helping them remain attentive. Stimulating variation include one

component, the result of interview about the component folowing the

paragraph :

Presenting an interesting idea, based on the interview sheet of

students responses the writer conclude the teachers’ act in presenting

idea such as giving continue and clarity explanation . in presenting idea

the teachers also doing the teachers movement, changes in speech

pattern.

The result of interview show that the action of the teacher in

performing stimulating variation aimed to focusing the students in

learning process , in some way such as giving the clearly explanation.

35

c. Teacher action in performing set inductions’ in giving structure

provision categories .

This categories consist of three component, after the researcher

analyze the data from interview sheet of student, the researcher conclude

the teachers act in performing structure provision include three

componets following the paragraph :

The teachers act in stating the lesson objective, in the reseacrh the

researcher focusing in how the teachers explain the lesson objective.

After doing the interview theresearcher found that the theacher not

give an explanation about the lesson objective but she just mention

that lesson objective.

Stating the topic, about the components the researcher focus in how

the teacher action in giving explanation the topic of the lesson, after

doing the interview the reseacher found that the teachers doing the

more explanation in describing the topic of the lesson even the

teachers ask the students about the topic that will be learn by them.

Asking question, the components focus in how the teachers action

to review and recall the students about the previous lesson, based on

the result of data interview sheet the researcher found the teachers

action in performing asking question such as ask the student to make a

36

simple review obout the previous lessson and sometimes the teacher

give some quiz that related with the previous lesson.

d. Teacher action in performing set inductions’ in linking cognitive

ability categories.

This categories consist of one conponents, after doing the interview

for the teacher the researcher make a conclusion about the teacher

performing the categories of lingking cognitive abilitys following the

paragraph.

Relating to past events, current events, and new events. Based on

interview sheet, the components focusing on how the teachers act on

discuss the students’ experience which related with the topic lesson,

based on the students’ interview the researcher found that the action of

the teache when peforming lingking cognitiveability, such as ask the

students experience that related to the topic, and sometimes the teachers

give the students change to express their experience in the past that

reated to the topic and also sometimes the teachers ask the students

activities in a past and then make the topic explanation related with the

students activities.

37

e. Teacher act in performing closures in reviewing classroom activities

categories.

Based on the interview sheet, this categories consist of two

componets, the result of those components explained by the research

following the paragraph :

Making Summary, this components focusing on how the teachers’

act in making summary, based on the result of interview students the

researcher conclude the teachers’ act in making summary always doing

by the teacher at the end of her expanation about the topic of lesson,

usually the teachers give change for the students to make a summary

about the topic and then the teachers make a clearly summary about the

topic.

Evaluating, after doing the interview the researcher get the result

about how the teachers act in evaluating the students and the result show

the teachers act in evaluate the students understand about the topic that

have explain by the teacher in simple way such as ask the students to

give opinion about the topic of the lesson, give the student some

question about the topic and give some quiz. Usually the teachers

evaluate the students before make a summary about the topic, the

teacher also give the students evaluate include in their homework.

38

2. The students’ responses to the use of teacher’s set induction and closure

in EFL students ‘ classroom.

This section aims to know the students responses to the use of teacher’s

set induction and closure learning process.

Based on the data, researcher got from questionnaires about students’

responses on the use of closure and set induction in EFL students’ classroom.

Questionnaire distributed consisted of 10 items consisted of 8 items concerned

students' responses on teacher’s set induction, and 2 item questions for lesson

skill. The questionnaire was distributed to 25 students as respondents.

For set induction consisted of 8 question items representing 4

components. The first component of teacher action in gaining attention

consisted of three items of questions, such as students’ responses to the use of

gestures in explaining the learning topic by teachers received 25 positive

responses in other words as a whole students gave a positive response to the

use of gestures in explaining topics by teachers. For the second item on the

use of teaching aids by the teacher in explaining the learning materials

received 25 positive responses and for the third item on how the teacher

explained the learning materials using the interaction variation with the

students got 23 positive responses. The second component was stimulating

motivation contained in 1 item of question that was how the student's response

in explaining and representing the idea of the lesson clearly from 25

39

respondents, there were 20 students who gave response. Then for the third

component of the structure provision was divided into 3 items of the question

that were the student's response about the teacher's actions to provide an

explanation of the learning materials, the teacher mentioned the purpose of

learning be achieved at the end of learning received 18 students’ responses,

for the second item on teacher actions in explaining the learning topic in

coherently and clearly received as many as 24 student responses, and for the

third item on teacher’s action in explaining the learning topic by given some

questions about previous lessons got 18 responses positive of 25 students’

responses. And component of teacher skill in set induction namely linking

cognitive ability contained 1 item question that was students’ response about

teacher’s action in explaining subject matter related to students’ experience

got 21 positive responses from student. Based on the above explanation was

obtained data showing students’ positive response to the teacher's set

induction.

Furthermore, students’ response about closure which consisted of one

component that was reviewing classroom activities included in 2 item of

question that were students’ response to the teacher’s action at the end of the

learning which allowed the students to give the conclusion and then the

teacher gave the summary of the learning material got 15 positive responses

from students and for last item that was students’ response about teacher’s

40

action giving assignment to student as student evaluation to material which

had been given before.

Discussion

From the data obtained through the observation, interview and

questionnaire. It indicated that the teachers’ act in performing set induction and

closure in learning process was performed by the teacher.. Below are the details

of the research question by answering the subsidiary research questions. The

answer from subsidiary research questions lead to answer the research question.

1. The teachers’ act in performing set induction in learning process” was done

by the teachers. The result indicated that teacher act in in performing the

component of tearcher’s act in performing set induction such as gaining

attention, stimulating variation, structure provision, cognitive link.

Based on the the resutl in findings about teachers performing gaining

attention the teacher tend to performing the three component include using

gestures, using teacing aids, and variation interaction. Those three

component will be explained by the researcher as follows :

The first components of gaining attention is using gestures, based on the

result the researcher found the teachers act in using gestures, it obvious from

the interview sheet between the researcher and the student as participant of

the research. The researcher focusing on how do the teacher when describing

41

the topic by using gestures the the result show that the teachers usually using

the gestures such as body movement, facial expression, hand movement.

Extract :

The researcher : How do you act when explaining the learning topic in using

gesture?

The Teacher : When explaining learning topic I usually use hand gesture to

clarify the forms of thing, the size of thing, and expression

feeling through facial expression. Those actions, I use to

make students be easier in understanding my explanation.,.

Gestures are the movements of the parts of the body the teacher’s body

movements – which communicate certain meaningful ideas to the students,

These include movements of head, hand and body parts to arrest attention, to

express emotions or to indicate shapes, sizes and movements. All these acts

are performed to become more expressive.

Gestures also prove helpful is making the lesson effective in the class

room. These include facial gestures (laughing, raising eyebrows, emotions

etc.), signals of eyes, nodding, hand signals (signal to stop, signal to continue

the task and signal to keep quiet) etc. Gestures can be displayed by purposeful

movements of the parts of the body.

The second component of gaining attention is using teaching audio-visual

aid, based on the resultthe reseacher found that the teachers usually using the

teaching aids, such as using chart, video and audio to help her give the

42

clearly explanation of the topic. A continuous change in the sequence of

using audio visual aids concentrates the attention of the pupil upon the

teacher. She use sometime visual and sometimes audio-aids.

Extract :

The researcher : How do you act when using aid in teaching? What kind of

teaching aid do you usually use?

The teacher : In teaching, I usually try to use media in teaching, I use

simple media like chart, picture, and things that relates with

the topic other than that I use video and slide presentation.

And the last component of gaining attention performing is using

variation interaction, based on the result the researcher foun the teacher

usually build interaction with the students such as ask the students the

students difficulties in understand the ltopic of lesson, sometimes the

teachers also use the strategies to encourage the various interaction involves

the pupil. It in line with In Sanjaya (2009:43), to attract students attention

can be done with: Teacher's teaching style, Convince students that the

material or learning experience that will be done is useful for him / her.,Do

things that are considered odd for students, for example by using tools, and

Make a fun interaction.

In the other hand, when the teacher performing the stimulating variation,

the teacher tend to be conservative to choose the kind of stimulus variation

such as interaction style, voice modulation, purposeful movement.

43

Extract :

The Researcher : How do you act when interacting with students in

learning process?

The Teacher : In learning process I usually interact with students by

rechecking students’ understanding from my explanation

moreover I sometime give chance to students to interact

each other for discussing the lesson that I have taught.

The significance of stimulus variation to directly proportional to attention

span of students. the other defenition of stimulus variation is a way of

enhancing children learning by helping them remain attentive. It is a way of

maintaining students’ attention. If the teacher talks too long students are

bound to lose interests or eye conduct to the teacher. The teacher should

reduce talking such that pupils has interest in what they are doing through

varying stimulus. A teacher who is able to vary stimulus his/her lesson

become effective as there is high participation with learners and great

achievements of the lesson objectives. Positive results of learners who given

a task in a more interesting lesson can perform well resulting no disciplinary

problems. It in line with Nath (2009) stated that stimulus variation is an

important skill which helps to keep students attentive in the class and to

sustain their motivation. This skill involves using various attention

44

producing behavior patterns from the part of the teacher, in order to sustain

the interest and attention of the students.

The teacher’s performing structure provision such as asking question,

about structure provision components such as asking question, the teacher

more conservative to give the students question.

Extract :

The Researcher :How would you act when reviewing previous learning?)

The Teacher : Before explaining the new learning topic I usually give some

short questions to the students about the previous learning

then discuss the previous learning to fortify students’

memory

The purpose from the teachers give question to provide feedback, elicit

idea, and conclude discussion, the question in the middle of learning process

which enable a teacher to ancertain students’ performance, and students

themselves to assess their own understanding of a particular topic.

Based on the result on finding the researcher found the teacher act in

performing cognitive link component, the teacher make connection in

opening lessons by connecting between material to be delivered with

material that has been mastered by students. Besides, it related to the

experiences interst and needs of the students.

Extract :

45

The researcher: How do you explain learning topics related to student

experience?

The teacher: In explaining learning topic I usually connect students’

experience with learning topic, I also sometimes connect it

with students’ daily activity, this aims to attract students’

attention to be active in learning process.

Teachers do the following ways; Asking apperception questions,

briefly review the contents of past lessons, linking the material taught to the

learner's environment, linking similar and sequential lessons, for example,

ducks, chickens can be linked to each other to teach about poultry.

The teacher’s action in perfoming closure in learning process” was

done by the teacher. The result showed the teachers has performed

reviewing classroom activities that include in Closure Skill.

Extract :

The Researcher: How do you give conclusion at the end of learning?

The Teacher : At the end of learning I always give chance to students for

delivering conclusion about material that I have taught.

The researcher: How do you assign tasks to students at the end of the

learning ?

The teacher: At the end of learning I usually give short question about

material that has been discussed, I sometimes give quiz based

on the previous material, this action aims to measure the level

46

of students’ understanding about material that I have taught

moreover I usually give homework to students.

In reviewing classroom activities the teacher make a summary about

the material and give some question to evaluate the students. The

evaluation determine the effectiveness of the learning done and to know

whether the goals that have been formulated canbe achieved by student

through learning. It in line with Mulyasa (2010) Evaluation result can be

used for various purpose to asses students and also to reverse learning

programs.

2. Student responses to use of set induction and closure in the learning

process were very positive. This was in line with the results that had been

obtained in findings. In this research there were 25 students who acted as

respondents who then given a questionnaire containing 10 items of

questions concerning students 'responses to teachers' set induction and

closure.

For set induction, there were 8 items of questions for 4 components of

the teacher’s action. Student responses to teacher’s actions in gaining

attention consisting of how teachers used gestures, used teaching aids and

used variations of interaction in initiating learning got a very positive

response was evidenced from the 25 students who acted as respondents

almost all students provided a positive response to the teacher’s action in

47

gaining attention. Likewise with the teacher’s action in the second

component of stimulating variation that also received many positive

responses about 20 positive responses from students, this is in line with the

teacher's actions in explaining the subject matter coherently and clearly.

Furthermore, for the third component the giving structure provision got a

positive response from the students, because in this component the teacher

took several actions such as mentioned the learning objectives, explained

the main learning topic and gave some questions according to the material

discussed by the teacher. And for the last component of learning skill that

was linking cognitive ability also got positive response from student, the

action included in this component was teacher’s action in explaining

subject matter related to students’ experience.

For closure which one component consisted two items of actions that

were the teacher’s ability in concluding after explaining the subject matter

and teacher’s action in providing evaluation to students related to the

material that had been described previously.

48

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter present the conclusions and suggestions of this research. The

conclusion are formulated from reseach questions, while suggestions provide some

ideas addressed to english teachers and futher research related to the teachers acts in

performing set inductio and closure.

Conclusion

This research concerns about the teachers’ acts in performing set induction

and closure in an EFL students’ classroom. The purpose of this research is to

investigate hoe the tearcher’s act in performing set induction and closure.

Furthermore, this research is also aimed at finding out students’ responses to use

of the teachers’ set induction and closure. To achieve the objectives of the

research, the data were obtained through observation on three classroom-meetings.

The result of the observation were then clarified through the interview that was

conducted to the subject. The conclusion regarding the research could be drawn as

follows.

1. There were five major consisted of ten components in performing set induction

and closure. It included teacher performance in using gestures; using of audio-

visual aid; variation of interaction; presenting an interesting idea; stating the

lesson objective; stating the topic; asking question; relating to the past events,

current events, and new events; making a summary; and evaluating. This

49

situation is in line with the theory from Suwandi (1996) about the importance of

stating the lesson objectives directly or indierectly. Still, the teaching and

learning process was conducted effectively.

2. According to the students’ interview, it was revealed that teacher’s

performance in set induction and closure got positive response from the

students..

Suggestion

Based on the research findings, discussion and conclusion of the research

result, it is suggested that some further action take place to give the constructive

ideas for the readers, especially for English teachers and futher researches

regarding teacher’s performance in performing set induction and closure.

It improtant to give more English language exposures especially from the

very basic level of language and learners. Classroom language can be used by

teacher as language input for the students. Instruction as a part of classroom

language cannot be separated from teaching and learning otherwise it frequently

appear in learning process. Using English oral instruction can be bait for the

teachers to motivate theirs students. Through English oral instruction, the

teachers use language for purpose, give language model, provide comprehensible

inputs and help students to acquire the language.

For futher researcher concerning teacrher’s set induction and closure, it is

recommended to conduct the research for longer period of time to give the

50

clearer description and better result about teacher’s act in performing set

induction and closure in EFL students’ classroom. Next, futher researcher are

suggested to explore more possible instruction to be applied for students’

classroom.

51

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Classroom : A Desriptive Study in An Elementary School in Bandung,. Thesis.

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53

54

THE CLASSROOM OBSERVATION SHEET

THE FRAMEWORK OF SET INDUCTION AND CLOSURE PERFORMANCE

Date of Observation : 17 October 2017

Topic : Past Event

No. Componets of taecher’s act in performing

set induction

Yes No Comment

Gaining Attention

1. Using gestures Using gesture to

show the subject.

2. Using audio-visual Aid Use a chart, that

conclude irregular

verbs and reguler

verbs

3. Using variotion interaction Using the

variation of

sound and

combine a

language to make

the students easy

to understand her

explain about the

lesson material.

Stimulating variation

4. Presenting an intresting idea The teacher

present an

interesting idea to

55

make students

focus with the

material

Structure provision

5. Stating the lesson objective The taecher

didn’t explain the

lessson objective

6. Stating of the topic At th beginning

the teacher

explain the topic

of lesson that will

be teach for the

students

7. Asking questions After stating the

topic of lesson,

the teacher ask

the students who

can give an

explanation about

the lesson that

will be learn

Cognitive link

8. Relating to past events, currents events, and

new events

To make the

students intersting

with the material

56

the teacher try to

make

expalination

relaed wit the life

of stduents, like

their activity and

their experience

No. Componets of teacher’s act in performing

closure

Yes No

Reviewing Classroom Activities

9. Making a summary At the end of

lesson, theteacher

ask for the some

students who can

make a

conclusion about

the material, after

that the teacher

make a

conclusion that

conducted

thestudents

conclusion.

10. Evaluating The teacher make

the students

active in a class

57

when she was

finished her

explaination with

give the students

taskor quiz about

the material.

Adapted from : Hargie 2011

58

THE CLASSROOM OBSERVATION SHEET

THE FRAMEWORK OF SET INDUCTION AND CLOSURE PERFORMANCE

No. Componets of taecher’s act in performing

set induction

Yes No Comment

Gaining Attention

1. Using gestures

2. Using audio-visual Aid

3. Using variotion interaction

Stimulating variation

4. Presenting an intresting idea

Structure provision

5. Stating the lesson objective

6. Stating of the topic

7. Asking questions

Cognitive link

8. Relating to past events, currents events, and

new events

No. Componets of teacher’s act in performing

closure

Yes No

Reviewing Classroom Activities

9. Making a summary

10. Evaluating

Adapted from : Hargie 2011

48

THE CLASSROOM OBSERVATION SHEET

THE FRAMEWORK OF SET INDUCTION AND CLOSURE PERFORMANCE

No. Componets of taecher’s act in performing

set induction

Yes No Comment

Gaining Attention

1. Using gestures

2. Using audio-visual Aid

3. Using variotion interaction

Stimulating variation

4. Presenting an intresting idea

Structure provision

5. Stating the lesson objective

6. Stating of the topic

7. Asking questions

Cognitive link

8. Relating to past events, currents events, and

new events

No. Componets of teacher’s act in performing

closure

Yes No

Reviewing Classroom Activities

9. Making a summary

49

10. Evaluating

Adapted from : Hargie 2011

50

Interview Guided Line For The Teacher

No. Categories Teacher’s

componets in

performing set

induction

Questions

a. Teacher

performance in

attention gaining

1. Using of

gestures

2. Using an audio-

visual aids

3. Variating of

interaction

1. How do you act when using

aid in teaching? What kind of

teaching aid do you usually

use?

2. How do you act when

explaining the learning topic in

using gesture?

3. How do you act when

interacting with students in

learning process?

b. Teacher

performance in

stimulating

inovation

4. Presenting an

interesting idea

1. How do you presenting the

idea of lesson ?

c. Teacher

performance in

giving structure

provision

5. Stating the

lesson objective

6. Stating the topic

7. Asking question

5. What action do you take when

describing the learning

objectives

6. How do you explain the

learning topic?

7. How would you act when

reviewing previous learning?

d. Teacher

performance in

Linking Cognitive

Ability

8. Relating to the

past events,

currents events,

and new events

8. How do you explain learning

topics related to student

experience?

No. Categories Teacher’s act in Questioning

51

performing closure

e. Reviewing

Classroom

Activies

9. Making a

summary

10. Evaluating

. How do you give conclusion at

the end of learning?

10. How do you assign tasks to

students at the end of the

learning?

Adapted from : Hargie 2011

52

Tabel. 2.2 bentuk pertanyan wawancara untuk wawancara siswa

No. Categories Teacher’s

componets in

performing set

induction

Questions

a. Teacher

performance in

attention gaining

1. Using of

gestures

2. Using an audio-

visual aids

3. Variating of

interaction

1. Bagaimana tindakan anda

dalam menggunakan alat

bantu dalam mengajar ?alat

bantu apa saja yang biasanya

guru menggunakan apa ?

2. Bagaimana tindakan anda

ketika menjelaskan topik

pelajaran dengan

menggunakan gestur ?

3. Bagaimana tindakan anda

ketika berrinteraksi dengan

siswa dalam proses

pembelajaran ?

b. Teacher

performance in

stimulating

motivation

4.Presenting an

interesting idea

4 .Bagaimana anda

mempresentasikan setiap idea

dalam setiap pembelajaran ?

c. Teacher

performance in

5. Stating the

lesson objective

5.tindakan apa yang anda lakukan

ketika menjelaskan tujuan

53

giving structure

provision

6. Stating the topic

7. Asking question

pembelajaran ?

6. Bagaimana anda menjeskan

topik pembelajaran ?

7. Bagaiaman tindakan anda

ketika meriview pemebalaran

sebelumnya ?

d. Teacher

performance in

Linking Cognitive

Ability

8. Relating to the

past events,

currents events,

and new events

8. Bagaimana cara anda

menjelaskan topik pelajaran

dengan pengalaman siswa?

No. Categories Teacher’s act in

performing closure

Questioning

e. Reviewing

Classroom

Activies

9. Making a

summary

10. Evaluating

9. Bagaimana cara anda ketika

memberikan kesimpulan di

akhir pembelajaran ?

10. Bagaimana anda memberikan

tugas kepada siswa di akhir

pembelajaran ?

Adapted from : Hargie 2011

54

Interview’s Guidlines

Teachers’ Name : Rahimi, S. Pd.

Date of interview : 24 October 2017

Categories And

Component In

Performing Set

Induction

Question Answer

a. Teacher

performance in

attention gaining :

1. 1. Using Gestures

2. 2. Using audio-

visual aids

3. 3. Variation of

interaction

4. How do you act when using aid

in teaching? What kind of

teaching aid do you usually

use?

5. How do you act when

explaining the learning topic in

using gesture?

6. How do you act when

interacting with students in

learning process?

2. In teaching, I usually try

to use media in teaching,

I use simple media like

chart, picture, and things

that relates with the topic

other than that I use

video and slide

presentation.

3. When explaining

learning topic I usually

use hand gesture to

clarify the forms of

thing, the size of thing,

and expression feeling

through facial

expression. Those

actions, I use to make

students be easier in

understanding my

explanation.

4. In learning process I

usually interact with

students by rechecking

students’ understanding

from my explanation

moreover I sometime

give chance to students

to interact each other for

discussing the lesson that

I have taught.

b. Teacher

performance in

stimulating

motivation :

1. Presenting and

interesting idea

5. How do you presenting the

idea of lesson ?

4. In presenting ideas or

learning topics I usually

try to use variations of

interaction with students,

using gestures, giving

short explanations and

easy to understand by

students.

c. Teacher

performance in

5. What action do you take when

describing the learning

5. Regarding the learning

objectives I usually do

55

giving structure

provision:

1. Stating the

lesson objective

2. Stating the topic

3. Asking question

objectives

6. How do you explain the

learning topic?

7. How would you act when

reviewing previous learning?

not give any detailed

explanation,

6. When explaining the

topic of learning I

usually give students

the opportunity to

express their opinions on

learning topics then I

will give a detailed

explanation of the topic

of learning.

7. Before explaining the

new learning topic I

usually give some short

questions to the students

about the previous

learning then discuss the

previous learning to

fortify students’ memory

..

d. Teacher

performance in

linking cognitive

ability:

1. Relating to the

past events,

current events,

and new events.

8. How do you explain learning

topics related to student

experience?

8. In explaining learning

topic I usually connect

students’ experience

with learning topic, I

also sometimes connect

it with students’ daily

activity, this aims to

attract students’ attention

to be active in learning

process

Categories and

Component Teacher’s

Act in Performing

Closure

Question Answer

e. Reviewing

Classroom

Activities :

1. Making a

summary

2. Evaluating

9. How do you give conclusion at

the end of learning?

10. How do you assign tasks to

students at the end of the

learning?

9. At the end of learning I

always give chance to

students for delivering

conclusion about

material that I have

taught

1. At the end of learning I

usually give short

question about material

that has been discussed,

I sometimes give quiz

based on the previous

material, this action

56

aims to measure the

level of students’

understanding about

material that I have

taught moreover I

usually give homework

to students.

48

Hasil Interview dengan Guru

1. Bagaimana tindakan anda dalam menggunakan alat bantu dalam mengajar ? Alat bantu

apa saja yang biasanya guru menggunakan apa ?

(How do you act when using aid in teaching? What kind of teaching aid do you usually

use?)

Dalam mengajar biasanya saya selalu berusaha untuk menggunakan alat bantu

mengajar, biasanya saya menggunakan alat bantu mengajar yang sederhana seperti

chart, gambar, dan benda-benda yang berhubungan dengan topik pembelajaran

selain itu biasanya saya menggunakan video dan slide power point.

(In teaching, I usually try to use media in teaching, I use simple media like chart,

picture, and things that relates with the topic other than that I use video and slide

presentation.)

2. Bagaimana tindakan anda ketika menjelaskan topik pelajaran dengan menggunakan

gestur ?

(How do you act when explaining the learning topic in using gesture? )

Ketika menjelaskan topik pelajaran biasanya saya menggunakan gestur tangan

untuk menjelakan bentuk-bentuk benda, ukuran benda dan mengekspersikan

perasaan lewat facial expression. Tindakan tersebut saya gunakan untuk lebih

memudahkan siswa mengetahui apa yang saya jelaskan.

49

(When explaining learning topic I usually use hand gesture to clarify the forms of

thing, the size of thing, and expression feeling through facial expression. Those

actions, I use to make students be easier in understanding my explanation.)

3. Bagaimana tindakan anda ketika berinteraksi dengan siswa dalam proses

pembelajaran ?

(How do you act when interacting with students in learning process?)

Dalam proses pembelajaran saya biasanya berinteraksi dengan siswa misalnya

mengecek kembali sejauh mana siswa bisa menangkap penjelasan saya selain itu

biasanya saya selain itu terkadang saya memberikan kesempatan kepada siswa

untuk berinteraksi satu sama lain untuk mendiskusikan materi yang saya berikan.

(In learning process I usually interact with students by rechecking students’

understanding from my explanation moreover I sometime give chance to students to

interact each other for discussing the lesson that I have taught.)

4. Bagaimana anda mempresentasikan setiap idea dalam setiap pembelajaran ?

(How do you present each idea in each lesson ?)

Dalam mempresentasikan idea atau topik pembelajaran biasanya saya selau

mencoba menggunakan variasi interaksi dengan siswa, menggunakan gestur,

memberikan penjelasan yang singkat dan mudah di mengerti oleh siswa.

50

(In presenting ideas or learning topics I usually try to use variations of interaction

with students, using gestures, giving short explanations and easy to understand by

students)

5. Tindakan apa yang anda lakukan ketika menjelaskan tujuan pembelajaran ?

(What action do you take when describing the learning objectives?)

Mengenai tujuan pembelajaran biasanya saya tidak memberikan penjelasan

mendetail, saya hanya menyebutkan tujuan pembelajaran.

(Regarding the objective learning I usually do not give any detailed explanation, I

just mention the learning objectives.)

6. Bagaimana anda menjelaskan topik pembelajaran ?

(How do you explain the learning topic?)

Ketika menjelaskan topik pembelajaran saya biasanya memberikan kesempatan

kepada siswa untuk menyampaikan pendapat mereka tentang topik pembelajaran

kemudian saya akan memberikan penjelasan secara mendetail tentang topik

pembelajaran.

(When explaining the topic of learning I usually give students the opportunity to

express their opinions on learning topics then I will give a detailed explanation of

the topic of learning).

7. Bagaiaman tindakan anda ketika meriview pembelajaran sebelumnya ?

(How would you act when reviewing previous learning?)

Sebelum menjelaskan topik pembelajaran yang baru saya biasanya memberikan

beberapa pertanyaan singkat kepada siswa mengenai pelajaran sebelumnya

51

kemudian membahas sedikit pelajaran sebelumnya untuk m,enguatkan memori

siswa.

(Before explaining the new learning topic I usually give some short questions to the

students about the previous learning then discuss the previous learning to fortify

students’ memory )

8. Bagaimana cara anda menjelaskan topik pelajaran yang berkaitan dengan pengalaman

siswa ?

(How do you explain learning topics related to student experience?)

Dalam menjelaskan topik pembelajaran biasanya saya menghubungkan

pengalaman siswa dengan topik pembelajaran, terkadang juga saya

menghubungkannya dengankegiatan sehari-hari siswa ini bertujuan untuk menarik

perhatian siswa untuk aktif selama proses pembelajaran.

(In explaining learning topic I usually connect students’ experience with learning

topic, I also sometimes connect it with students’ daily activity, this aims to attract

students’ attention to be active in learning process)

9. Bagaimana cara anda ketika memberikan kesimpulan di akhir pembelajaran ?

(How do you give conclusion at the end of learning?)

Ketika di akhir pembelajaran biasanya saya selalu memberikan kesempatan kepada

siswa untuk memberikan kesimpulan mengenai materi yang telah saya berikan

sebelumnya, setelah itu saya memberikan kesimpulan secara jelas kepada siswa

mengenai materi yang mereka telah pelajari.

52

(At the end of learning I always give chance to students for delivering conclusion

about material that I have taught )

10. Bagaimana anda memberikan tugas kepada siswa di akhir pembelajaran ?

(How do you assign tasks to students at the end of the learning?)

Dia akhir pembelajaran biasanya saya memberikan pertanyaan singakt mengenai

materi yang telah dibahas, tak jarang saya memberikan kuis sesuai dengan materi

sebelumnya, tindakan ini saya maksudkan untuk mengukur sejauh mana

pengetahuan siswa dalam memahami pelajaran yang telah saya berikan, selain itu

saya juga bisasanya memberikan tugas rumah kepada siswa.

(At the end of learning I usually give short question about material that has been

discussed, I sometimes give quiz based on the previous material, this action aims to

measure the level of students’ understanding about material that I have taught

moreover I usually give homework to students.)

53

Questionnaire of students’ respons

The Students’ Responses to the use of the teacher’s set induction and closure in an

EFL students classroom

Berilah tanda check list ( ) sesuai dengan pilihan sikapmu terhadap pernyataan dibawah

ini !

Ket : Ya ( setuju ) dan Tidak (Tidak Setuju)

Nama : Rahul Andika Rahim

No Pernyataan Pilihan sikap

Ya Tidak

1 Guru menggunakan gerak tubuh untuk menjelaskan materi

pembelajaran

2 Dalam mengajar guru menggunakan alat bantu mengajar untuk

membantu siswa lebih memahami materi pembelajaran

3 Guru menjelaskan materi pelajaran dengan interaksi yang

bervariasi dengan siswa

4 Guru menjelaskan dan mempresentasikan idea atau topik

pembelajaran dengan jelas

5 Sebelum guru meberikan penjelasn tentang materi pembelajaran,

guru menyebutkan tujuan pembelajaran yang akan dicapai di akhir

pembelajaran

6 Topik pembelajaran di jelaksn oleh guru secara runtut dan jelas

7 Sebelum menjelaskan topik pelajaran yang guru memberikan

beberapa per tanyaan tentang materi pelajaran sebelumnya

8 Dalam menjelaskan materi pelajaran guru menghubungkan materi

pelajaran dengan pengalaman siswa

9 Pada akhir pembelajaran guru memberikan kesempatan kepada

siswa untuk mengimpulakan materi yang diberikan dan kemudian

guru memberikan ringkasan materi pembelajaran

10 Setela guru memberikan penjelasan materi pelajaran maka di akhir

pembelajaran guru memberikan tugas sebagai evaluasi siswa

terhadap materi yang telah di berikan.

54

Questionnaire of students’ respons

The Students’ Responses to the use of the teacher’s set induction and closure in an

EFL students classroom

Berilah tanda check list ( ) sesuai dengan pilihan sikapmu terhadap pernyataan dibawah

ini !

Ket : Ya ( setuju ) dan Tidak (Tidak Setuju)

Nama : Ahmad Fauzan

No Pernyataan Pilihan sikap

Ya Tidak

1 Guru menggunakan gerak tubuh untuk menjelaskan materi

pembelajaran

2 Dalam mengajar guru menggunakan alat bantu mengajar untuk

membantu siswa lebih memahami materi pembelajaran

3 Guru menjelaskan materi pelajaran dengan interaksi yang

bervariasi dengan siswa

4 Guru menjelaskan dan mempresentasikan idea atau topik

pembelajaran dengan jelas

5 Sebelum guru meberikan penjelasn tentang materi pembelajaran,

guru menyebutkan tujuan pembelajaran yang akan dicapai di akhir

pembelajaran

6 Topik pembelajaran di jelaksn oleh guru secara runtut dan jelas

7 Sebelum menjelaskan topik pelajaran yang guru memberikan

beberapa per tanyaan tentang materi pelajaran sebelumnya

8 Dalam menjelaskan materi pelajaran guru menghubungkan materi

pelajaran dengan pengalaman siswa

9 Pada akhir pembelajaran guru memberikan kesempatan kepada

siswa untuk mengimpulakan materi yang diberikan dan kemudian

guru memberikan ringkasan materi pembelajaran

10 Setela guru memberikan penjelasan materi pelajaran maka di akhir

pembelajaran guru memberikan tugas sebagai evaluasi siswa

terhadap materi yang telah di berikan.

55

Questionnaire of students’ respons

The Students’ Responses to the use of the teacher’s set induction and closure in an

EFL students classroom

Berilah tanda check list ( ) sesuai dengan pilihan sikapmu terhadap pernyataan dibawah

ini !

Ket : Ya ( setuju ) dan Tidak (Tidak Setuju)

Nama : Ignazio Osvaldo Sergio.

No Pernyataan Pilihan sikap

Ya Tidak

1 Guru menggunakan gerak tubuh untuk menjelaskan materi

pembelajaran

2 Dalam mengajar guru menggunakan alat bantu mengajar untuk

membantu siswa lebih memahami materi pembelajaran

3 Guru menjelaskan materi pelajaran dengan interaksi yang

bervariasi dengan siswa

4 Guru menjelaskan dan mempresentasikan idea atau topik

pembelajaran dengan jelas

5 Sebelum guru meberikan penjelasn tentang materi pembelajaran,

guru menyebutkan tujuan pembelajaran yang akan dicapai di akhir

pembelajaran

6 Topik pembelajaran di jelaksn oleh guru secara runtut dan jelas

7 Sebelum menjelaskan topik pelajaran yang guru memberikan

beberapa per tanyaan tentang materi pelajaran sebelumnya

8 Dalam menjelaskan materi pelajaran guru menghubungkan materi

pelajaran dengan pengalaman siswa

9 Pada akhir pembelajaran guru memberikan kesempatan kepada

siswa untuk mengimpulakan materi yang diberikan dan kemudian

guru memberikan ringkasan materi pembelajaran

10 Setela guru memberikan penjelasan materi pelajaran maka di akhir

pembelajaran guru memberikan tugas sebagai evaluasi siswa

terhadap materi yang telah di berikan.

56

Questionnaire of students’ respons

The Students’ Responses to the use of the teacher’s set induction and closure in an

EFL students classroom

Berilah tanda check list ( ) sesuai dengan pilihan sikapmu terhadap pernyataan dibawah

ini !

Ket : Ya ( setuju ) dan Tidak (Tidak Setuju)

Nama : Christian Bobi Nuka Wea

No Pernyataan Pilihan sikap

Ya Tidak

1 Guru menggunakan gerak tubuh untuk menjelaskan materi

pembelajaran

2 Dalam mengajar guru menggunakan alat bantu mengajar untuk

membantu siswa lebih memahami materi pembelajaran

3 Guru menjelaskan materi pelajaran dengan interaksi yang

bervariasi dengan siswa

4 Guru menjelaskan dan mempresentasikan idea atau topik

pembelajaran dengan jelas

5 Sebelum guru meberikan penjelasn tentang materi pembelajaran,

guru menyebutkan tujuan pembelajaran yang akan dicapai di akhir

pembelajaran

6 Topik pembelajaran di jelaksn oleh guru secara runtut dan jelas

7 Sebelum menjelaskan topik pelajaran yang guru memberikan

beberapa per tanyaan tentang materi pelajaran sebelumnya

8 Dalam menjelaskan materi pelajaran guru menghubungkan materi

pelajaran dengan pengalaman siswa

9 Pada akhir pembelajaran guru memberikan kesempatan kepada

siswa untuk mengimpulakan materi yang diberikan dan kemudian

guru memberikan ringkasan materi pembelajaran

10 Setela guru memberikan penjelasan materi pelajaran maka di akhir

pembelajaran guru memberikan tugas sebagai evaluasi siswa

terhadap materi yang telah di berikan.

57

Questionnaire of students’ respons

The Students’ Responses to the use of the teacher’s set induction and closure in an

EFL students classroom

Berilah tanda check list ( ) sesuai dengan pilihan sikapmu terhadap pernyataan dibawah

ini !

Ket : Ya ( setuju ) dan Tidak (Tidak Setuju)

Nama : Arman Saputra

No Pernyataan Pilihan sikap

Ya Tidak

1 Guru menggunakan gerak tubuh untuk menjelaskan materi

pembelajaran

2 Dalam mengajar guru menggunakan alat bantu mengajar untuk

membantu siswa lebih memahami materi pembelajaran

3 Guru menjelaskan materi pelajaran dengan interaksi yang

bervariasi dengan siswa

4 Guru menjelaskan dan mempresentasikan idea atau topik

pembelajaran dengan jelas

5 Sebelum guru meberikan penjelasn tentang materi pembelajaran,

guru menyebutkan tujuan pembelajaran yang akan dicapai di akhir

pembelajaran

6 Topik pembelajaran di jelaksn oleh guru secara runtut dan jelas

7 Sebelum menjelaskan topik pelajaran yang guru memberikan

beberapa per tanyaan tentang materi pelajaran sebelumnya

8 Dalam menjelaskan materi pelajaran guru menghubungkan materi

pelajaran dengan pengalaman siswa

9 Pada akhir pembelajaran guru memberikan kesempatan kepada

siswa untuk mengimpulakan materi yang diberikan dan kemudian

guru memberikan ringkasan materi pembelajaran

10 Setela guru memberikan penjelasan materi pelajaran maka di akhir

pembelajaran guru memberikan tugas sebagai evaluasi siswa

terhadap materi yang telah di berikan.

58

Questionnaire of students’ respons

The Students’ Responses to the use of the teacher’s set induction and closure in an

EFL students classroom

Berilah tanda check list ( ) sesuai dengan pilihan sikapmu terhadap pernyataan dibawah

ini !

Ket : Ya ( setuju ) dan Tidak (Tidak Setuju)

Nama : Syafrizaal Pane

No Pernyataan Pilihan sikap

Ya Tidak

1 Guru menggunakan gerak tubuh untuk menjelaskan materi

pembelajaran

2 Dalam mengajar guru menggunakan alat bantu mengajar untuk

membantu siswa lebih memahami materi pembelajaran

3 Guru menjelaskan materi pelajaran dengan interaksi yang

bervariasi dengan siswa

4 Guru menjelaskan dan mempresentasikan idea atau topik

pembelajaran dengan jelas

5 Sebelum guru meberikan penjelasn tentang materi pembelajaran,

guru menyebutkan tujuan pembelajaran yang akan dicapai di akhir

pembelajaran

6 Topik pembelajaran di jelaksn oleh guru secara runtut dan jelas

7 Sebelum menjelaskan topik pelajaran yang guru memberikan

beberapa per tanyaan tentang materi pelajaran sebelumnya

8 Dalam menjelaskan materi pelajaran guru menghubungkan materi

pelajaran dengan pengalaman siswa

9 Pada akhir pembelajaran guru memberikan kesempatan kepada

siswa untuk mengimpulakan materi yang diberikan dan kemudian

guru memberikan ringkasan materi pembelajaran

10 Setela guru memberikan penjelasan materi pelajaran maka di akhir

pembelajaran guru memberikan tugas sebagai evaluasi siswa

terhadap materi yang telah di berikan.

59

Questionnaire of students’ respons

The Students’ Responses to the use of the teacher’s set induction and closure in an

EFL students classroom

Berilah tanda check list ( ) sesuai dengan pilihan sikapmu terhadap pernyataan dibawah

ini !

Ket : Ya ( setuju ) dan Tidak (Tidak Setuju)

Nama : Deafani Armyta

No Pernyataan Pilihan sikap

Ya Tidak

1 Guru menggunakan gerak tubuh untuk menjelaskan materi

pembelajaran

2 Dalam mengajar guru menggunakan alat bantu mengajar untuk

membantu siswa lebih memahami materi pembelajaran

3 Guru menjelaskan materi pelajaran dengan interaksi yang

bervariasi dengan siswa

4 Guru menjelaskan dan mempresentasikan idea atau topik

pembelajaran dengan jelas

5 Sebelum guru meberikan penjelasn tentang materi pembelajaran,

guru menyebutkan tujuan pembelajaran yang akan dicapai di akhir

pembelajaran

6 Topik pembelajaran di jelaksn oleh guru secara runtut dan jelas

7 Sebelum menjelaskan topik pelajaran yang guru memberikan

beberapa per tanyaan tentang materi pelajaran sebelumnya

8 Dalam menjelaskan materi pelajaran guru menghubungkan materi

pelajaran dengan pengalaman siswa

9 Pada akhir pembelajaran guru memberikan kesempatan kepada

siswa untuk mengimpulakan materi yang diberikan dan kemudian

guru memberikan ringkasan materi pembelajaran

10 Setela guru memberikan penjelasan materi pelajaran maka di akhir

pembelajaran guru memberikan tugas sebagai evaluasi siswa

terhadap materi yang telah di berikan.

60

Questionnaire of students’ respons

The Students’ Responses to the use of the teacher’s set induction and closure in an

EFL students classroom

Berilah tanda check list ( ) sesuai dengan pilihan sikapmu terhadap pernyataan dibawah

ini !

Ket : Ya ( setuju ) dan Tidak (Tidak Setuju)

Nama : Aswan

No Pernyataan Pilihan sikap

Ya Tidak

1 Guru menggunakan gerak tubuh untuk menjelaskan materi

pembelajaran

2 Dalam mengajar guru menggunakan alat bantu mengajar untuk

membantu siswa lebih memahami materi pembelajaran

3 Guru menjelaskan materi pelajaran dengan interaksi yang

bervariasi dengan siswa

4 Guru menjelaskan dan mempresentasikan idea atau topik

pembelajaran dengan jelas

5 Sebelum guru meberikan penjelasn tentang materi pembelajaran,

guru menyebutkan tujuan pembelajaran yang akan dicapai di akhir

pembelajaran

6 Topik pembelajaran di jelaksn oleh guru secara runtut dan jelas

7 Sebelum menjelaskan topik pelajaran yang guru memberikan

beberapa per tanyaan tentang materi pelajaran sebelumnya

8 Dalam menjelaskan materi pelajaran guru menghubungkan materi

pelajaran dengan pengalaman siswa

9 Pada akhir pembelajaran guru memberikan kesempatan kepada

siswa untuk mengimpulakan materi yang diberikan dan kemudian

guru memberikan ringkasan materi pembelajaran

10 Setela guru memberikan penjelasan materi pelajaran maka di akhir

pembelajaran guru memberikan tugas sebagai evaluasi siswa

terhadap materi yang telah di berikan.

61

Questionnaire of students’ respons

The Students’ Responses to the use of the teacher’s set induction and closure in an

EFL students classroom

Berilah tanda check list ( ) sesuai dengan pilihan sikapmu terhadap pernyataan dibawah

ini !

Ket : Ya ( setuju ) dan Tidak (Tidak Setuju)

Nama : Fachri A. Ibrahim

No Pernyataan Pilihan sikap

Ya Tidak

1 Guru menggunakan gerak tubuh untuk menjelaskan materi

pembelajaran

2 Dalam mengajar guru menggunakan alat bantu mengajar untuk

membantu siswa lebih memahami materi pembelajaran

3 Guru menjelaskan materi pelajaran dengan interaksi yang

bervariasi dengan siswa

4 Guru menjelaskan dan mempresentasikan idea atau topik

pembelajaran dengan jelas

5 Sebelum guru meberikan penjelasn tentang materi pembelajaran,

guru menyebutkan tujuan pembelajaran yang akan dicapai di akhir

pembelajaran

6 Topik pembelajaran di jelaksn oleh guru secara runtut dan jelas

7 Sebelum menjelaskan topik pelajaran yang guru memberikan

beberapa per tanyaan tentang materi pelajaran sebelumnya

8 Dalam menjelaskan materi pelajaran guru menghubungkan materi

pelajaran dengan pengalaman siswa

9 Pada akhir pembelajaran guru memberikan kesempatan kepada

siswa untuk mengimpulakan materi yang diberikan dan kemudian

guru memberikan ringkasan materi pembelajaran

10 Setela guru memberikan penjelasan materi pelajaran maka di akhir

pembelajaran guru memberikan tugas sebagai evaluasi siswa

terhadap materi yang telah di berikan.

62

Questionnaire of students’ respons

The Students’ Responses to the use of the teacher’s set induction and closure in an

EFL students classroom

Berilah tanda check list ( ) sesuai dengan pilihan sikapmu terhadap pernyataan dibawah

ini !

Ket : Ya ( setuju ) dan Tidak (Tidak Setuju)

Nama : Fitria

No Pernyataan Pilihan sikap

Ya Tidak

1 Guru menggunakan gerak tubuh untuk menjelaskan materi

pembelajaran

2 Dalam mengajar guru menggunakan alat bantu mengajar untuk

membantu siswa lebih memahami materi pembelajaran

3 Guru menjelaskan materi pelajaran dengan interaksi yang

bervariasi dengan siswa

4 Guru menjelaskan dan mempresentasikan idea atau topik

pembelajaran dengan jelas

5 Sebelum guru meberikan penjelasn tentang materi pembelajaran,

guru menyebutkan tujuan pembelajaran yang akan dicapai di akhir

pembelajaran

6 Topik pembelajaran di jelaksn oleh guru secara runtut dan jelas

7 Sebelum menjelaskan topik pelajaran yang guru memberikan

beberapa per tanyaan tentang materi pelajaran sebelumnya

8 Dalam menjelaskan materi pelajaran guru menghubungkan materi

pelajaran dengan pengalaman siswa

9 Pada akhir pembelajaran guru memberikan kesempatan kepada

siswa untuk mengimpulakan materi yang diberikan dan kemudian

guru memberikan ringkasan materi pembelajaran

10 Setela guru memberikan penjelasan materi pelajaran maka di akhir

pembelajaran guru memberikan tugas sebagai evaluasi siswa

terhadap materi yang telah di berikan.

63

Questionnaire of students’ respons

The Students’ Responses to the use of the teacher’s set induction and closure in an

EFL students classroom

Berilah tanda check list ( ) sesuai dengan pilihan sikapmu terhadap pernyataan dibawah

ini !

Ket : Ya ( setuju ) dan Tidak (Tidak Setuju)

Nama : Andrewan Batur

No Pernyataan Pilihan sikap

Ya Tidak

1 Guru menggunakan gerak tubuh untuk menjelaskan materi

pembelajaran

2 Dalam mengajar guru menggunakan alat bantu mengajar untuk

membantu siswa lebih memahami materi pembelajaran

3 Guru menjelaskan materi pelajaran dengan interaksi yang

bervariasi dengan siswa

4 Guru menjelaskan dan mempresentasikan idea atau topik

pembelajaran dengan jelas

5 Sebelum guru meberikan penjelasn tentang materi pembelajaran,

guru menyebutkan tujuan pembelajaran yang akan dicapai di akhir

pembelajaran

6 Topik pembelajaran di jelaksn oleh guru secara runtut dan jelas

7 Sebelum menjelaskan topik pelajaran yang guru memberikan

beberapa per tanyaan tentang materi pelajaran sebelumnya

8 Dalam menjelaskan materi pelajaran guru menghubungkan materi

pelajaran dengan pengalaman siswa

9 Pada akhir pembelajaran guru memberikan kesempatan kepada

siswa untuk mengimpulakan materi yang diberikan dan kemudian

guru memberikan ringkasan materi pembelajaran

10 Setela guru memberikan penjelasan materi pelajaran maka di akhir

pembelajaran guru memberikan tugas sebagai evaluasi siswa

terhadap materi yang telah di berikan.

64

Questionnaire of students’ respons

The Students’ Responses to the use of the teacher’s set induction and closure in an

EFL students classroom

Berilah tanda check list ( ) sesuai dengan pilihan sikapmu terhadap pernyataan dibawah

ini !

Ket : Ya ( setuju ) dan Tidak (Tidak Setuju)

Nama : Irhamda Abbas

No Pernyataan Pilihan sikap

Ya Tidak

1 Guru menggunakan gerak tubuh untuk menjelaskan materi

pembelajaran

2 Dalam mengajar guru menggunakan alat bantu mengajar untuk

membantu siswa lebih memahami materi pembelajaran

3 Guru menjelaskan materi pelajaran dengan interaksi yang

bervariasi dengan siswa

4 Guru menjelaskan dan mempresentasikan idea atau topik

pembelajaran dengan jelas

5 Sebelum guru meberikan penjelasn tentang materi pembelajaran,

guru menyebutkan tujuan pembelajaran yang akan dicapai di akhir

pembelajaran

6 Topik pembelajaran di jelaksn oleh guru secara runtut dan jelas

7 Sebelum menjelaskan topik pelajaran yang guru memberikan

beberapa per tanyaan tentang materi pelajaran sebelumnya

8 Dalam menjelaskan materi pelajaran guru menghubungkan materi

pelajaran dengan pengalaman siswa

9 Pada akhir pembelajaran guru memberikan kesempatan kepada

siswa untuk mengimpulakan materi yang diberikan dan kemudian

guru memberikan ringkasan materi pembelajaran

10 Setela guru memberikan penjelasan materi pelajaran maka di akhir

pembelajaran guru memberikan tugas sebagai evaluasi siswa

terhadap materi yang telah di berikan.

65

Questionnaire of students’ respons

The Students’ Responses to the use of the teacher’s set induction and closure in an

EFL students classroom

Berilah tanda check list ( ) sesuai dengan pilihan sikapmu terhadap pernyataan dibawah

ini !

Ket : Ya ( setuju ) dan Tidak (Tidak Setuju)

Nama : Muh. Fajrin

No Pernyataan Pilihan sikap

Ya Tidak

1 Guru menggunakan gerak tubuh untuk menjelaskan materi

pembelajaran

2 Dalam mengajar guru menggunakan alat bantu mengajar untuk

membantu siswa lebih memahami materi pembelajaran

3 Guru menjelaskan materi pelajaran dengan interaksi yang

bervariasi dengan siswa

4 Guru menjelaskan dan mempresentasikan idea atau topik

pembelajaran dengan jelas

5 Sebelum guru meberikan penjelasn tentang materi pembelajaran,

guru menyebutkan tujuan pembelajaran yang akan dicapai di akhir

pembelajaran

6 Topik pembelajaran di jelaksn oleh guru secara runtut dan jelas

7 Sebelum menjelaskan topik pelajaran yang guru memberikan

beberapa per tanyaan tentang materi pelajaran sebelumnya

8 Dalam menjelaskan materi pelajaran guru menghubungkan materi

pelajaran dengan pengalaman siswa

9 Pada akhir pembelajaran guru memberikan kesempatan kepada

siswa untuk mengimpulakan materi yang diberikan dan kemudian

guru memberikan ringkasan materi pembelajaran

10 Setela guru memberikan penjelasan materi pelajaran maka di akhir

pembelajaran guru memberikan tugas sebagai evaluasi siswa

terhadap materi yang telah di berikan.

66

Questionnaire of students’ respons

The Students’ Responses to the use of the teacher’s set induction and closure in an

EFL students classroom

Berilah tanda check list ( ) sesuai dengan pilihan sikapmu terhadap pernyataan dibawah

ini !

Ket : Ya ( setuju ) dan Tidak (Tidak Setuju)

Nama : Muhammad Wahyudi

No Pernyataan Pilihan sikap

Ya Tidak

1 Guru menggunakan gerak tubuh untuk menjelaskan materi

pembelajaran

2 Dalam mengajar guru menggunakan alat bantu mengajar untuk

membantu siswa lebih memahami materi pembelajaran

3 Guru menjelaskan materi pelajaran dengan interaksi yang

bervariasi dengan siswa

4 Guru menjelaskan dan mempresentasikan idea atau topik

pembelajaran dengan jelas

5 Sebelum guru meberikan penjelasn tentang materi pembelajaran,

guru menyebutkan tujuan pembelajaran yang akan dicapai di akhir

pembelajaran

6 Topik pembelajaran di jelaksn oleh guru secara runtut dan jelas

7 Sebelum menjelaskan topik pelajaran yang guru memberikan

beberapa per tanyaan tentang materi pelajaran sebelumnya

8 Dalam menjelaskan materi pelajaran guru menghubungkan materi

pelajaran dengan pengalaman siswa

9 Pada akhir pembelajaran guru memberikan kesempatan kepada

siswa untuk mengimpulakan materi yang diberikan dan kemudian

guru memberikan ringkasan materi pembelajaran

10 Setela guru memberikan penjelasan materi pelajaran maka di akhir

pembelajaran guru memberikan tugas sebagai evaluasi siswa

terhadap materi yang telah di berikan.

67

Questionnaire of students’ respons

The Students’ Responses to the use of the teacher’s set induction and closure in an

EFL students classroom

Berilah tanda check list ( ) sesuai dengan pilihan sikapmu terhadap pernyataan dibawah

ini !

Ket : Ya ( setuju ) dan Tidak (Tidak Setuju)

Nama : Muslim Fabianto Putra

No Pernyataan Pilihan sikap

Ya Tidak

1 Guru menggunakan gerak tubuh untuk menjelaskan materi

pembelajaran

2 Dalam mengajar guru menggunakan alat bantu mengajar untuk

membantu siswa lebih memahami materi pembelajaran

3 Guru menjelaskan materi pelajaran dengan interaksi yang

bervariasi dengan siswa

4 Guru menjelaskan dan mempresentasikan idea atau topik

pembelajaran dengan jelas

5 Sebelum guru meberikan penjelasn tentang materi pembelajaran,

guru menyebutkan tujuan pembelajaran yang akan dicapai di akhir

pembelajaran

6 Topik pembelajaran di jelaksn oleh guru secara runtut dan jelas

7 Sebelum menjelaskan topik pelajaran yang guru memberikan

beberapa per tanyaan tentang materi pelajaran sebelumnya

8 Dalam menjelaskan materi pelajaran guru menghubungkan materi

pelajaran dengan pengalaman siswa

9 Pada akhir pembelajaran guru memberikan kesempatan kepada

siswa untuk mengimpulakan materi yang diberikan dan kemudian

guru memberikan ringkasan materi pembelajaran

10 Setela guru memberikan penjelasan materi pelajaran maka di akhir

pembelajaran guru memberikan tugas sebagai evaluasi siswa

terhadap materi yang telah di berikan.

68

Questionnaire of students’ respons

The Students’ Responses to the use of the teacher’s set induction and closure in an

EFL students classroom

Berilah tanda check list ( ) sesuai dengan pilihan sikapmu terhadap pernyataan dibawah

ini !

Ket : Ya ( setuju ) dan Tidak (Tidak Setuju)

Nama : Ade Putri Ainun Niswah

No Pernyataan Pilihan sikap

Ya Tidak

1 Guru menggunakan gerak tubuh untuk menjelaskan materi

pembelajaran

2 Dalam mengajar guru menggunakan alat bantu mengajar untuk

membantu siswa lebih memahami materi pembelajaran

3 Guru menjelaskan materi pelajaran dengan interaksi yang

bervariasi dengan siswa

4 Guru menjelaskan dan mempresentasikan idea atau topik

pembelajaran dengan jelas

5 Sebelum guru meberikan penjelasn tentang materi pembelajaran,

guru menyebutkan tujuan pembelajaran yang akan dicapai di akhir

pembelajaran

6 Topik pembelajaran di jelaksn oleh guru secara runtut dan jelas

7 Sebelum menjelaskan topik pelajaran yang guru memberikan

beberapa per tanyaan tentang materi pelajaran sebelumnya

8 Dalam menjelaskan materi pelajaran guru menghubungkan materi

pelajaran dengan pengalaman siswa

9 Pada akhir pembelajaran guru memberikan kesempatan kepada

siswa untuk mengimpulakan materi yang diberikan dan kemudian

guru memberikan ringkasan materi pembelajaran

10 Setela guru memberikan penjelasan materi pelajaran maka di akhir

pembelajaran guru memberikan tugas sebagai evaluasi siswa

terhadap materi yang telah di berikan.

69

Questionnaire of students’ respons

The Students’ Responses to the use of the teacher’s set induction and closure in an

EFL students classroom

Berilah tanda check list ( ) sesuai dengan pilihan sikapmu terhadap pernyataan dibawah

ini !

Ket : Ya ( setuju ) dan Tidak (Tidak Setuju)

Nama : Yanti Haris

No Pernyataan Pilihan sikap

Ya Tidak

1 Guru menggunakan gerak tubuh untuk menjelaskan materi

pembelajaran

2 Dalam mengajar guru menggunakan alat bantu mengajar untuk

membantu siswa lebih memahami materi pembelajaran

3 Guru menjelaskan materi pelajaran dengan interaksi yang

bervariasi dengan siswa

4 Guru menjelaskan dan mempresentasikan idea atau topik

pembelajaran dengan jelas

5 Sebelum guru meberikan penjelasn tentang materi pembelajaran,

guru menyebutkan tujuan pembelajaran yang akan dicapai di akhir

pembelajaran

6 Topik pembelajaran di jelaksn oleh guru secara runtut dan jelas

7 Sebelum menjelaskan topik pelajaran yang guru memberikan

beberapa per tanyaan tentang materi pelajaran sebelumnya

8 Dalam menjelaskan materi pelajaran guru menghubungkan materi

pelajaran dengan pengalaman siswa

9 Pada akhir pembelajaran guru memberikan kesempatan kepada

siswa untuk mengimpulakan materi yang diberikan dan kemudian

guru memberikan ringkasan materi pembelajaran

10 Setela guru memberikan penjelasan materi pelajaran maka di akhir

pembelajaran guru memberikan tugas sebagai evaluasi siswa

terhadap materi yang telah di berikan.

70

Questionnaire of students’ respons

The Students’ Responses to the use of the teacher’s set induction and closure in an

EFL students classroom

Berilah tanda check list ( ) sesuai dengan pilihan sikapmu terhadap pernyataan dibawah

ini !

Ket : Ya ( setuju ) dan Tidak (Tidak Setuju)

Nama : Yusril Haris

No Pernyataan Pilihan sikap

Ya Tidak

1 Guru menggunakan gerak tubuh untuk menjelaskan materi

pembelajaran

2 Dalam mengajar guru menggunakan alat bantu mengajar untuk

membantu siswa lebih memahami materi pembelajaran

3 Guru menjelaskan materi pelajaran dengan interaksi yang

bervariasi dengan siswa

4 Guru menjelaskan dan mempresentasikan idea atau topik

pembelajaran dengan jelas

5 Sebelum guru meberikan penjelasn tentang materi pembelajaran,

guru menyebutkan tujuan pembelajaran yang akan dicapai di akhir

pembelajaran

6 Topik pembelajaran di jelaksn oleh guru secara runtut dan jelas

7 Sebelum menjelaskan topik pelajaran yang guru memberikan

beberapa per tanyaan tentang materi pelajaran sebelumnya

8 Dalam menjelaskan materi pelajaran guru menghubungkan materi

pelajaran dengan pengalaman siswa

9 Pada akhir pembelajaran guru memberikan kesempatan kepada

siswa untuk mengimpulakan materi yang diberikan dan kemudian

guru memberikan ringkasan materi pembelajaran

10 Setela guru memberikan penjelasan materi pelajaran maka di akhir

pembelajaran guru memberikan tugas sebagai evaluasi siswa

terhadap materi yang telah di berikan.

71

Questionnaire of students’ respons

The Students’ Responses to the use of the teacher’s set induction and closure in an

EFL students classroom

Berilah tanda check list ( ) sesuai dengan pilihan sikapmu terhadap pernyataan dibawah

ini !

Ket : Ya ( setuju ) dan Tidak (Tidak Setuju)

Nama : Arifuddin

No Pernyataan Pilihan sikap

Ya Tidak

1 Guru menggunakan gerak tubuh untuk menjelaskan materi

pembelajaran

2 Dalam mengajar guru menggunakan alat bantu mengajar untuk

membantu siswa lebih memahami materi pembelajaran

3 Guru menjelaskan materi pelajaran dengan interaksi yang

bervariasi dengan siswa

4 Guru menjelaskan dan mempresentasikan idea atau topik

pembelajaran dengan jelas

5 Sebelum guru meberikan penjelasn tentang materi pembelajaran,

guru menyebutkan tujuan pembelajaran yang akan dicapai di akhir

pembelajaran

6 Topik pembelajaran di jelaksn oleh guru secara runtut dan jelas

7 Sebelum menjelaskan topik pelajaran yang guru memberikan

beberapa per tanyaan tentang materi pelajaran sebelumnya

8 Dalam menjelaskan materi pelajaran guru menghubungkan materi

pelajaran dengan pengalaman siswa

9 Pada akhir pembelajaran guru memberikan kesempatan kepada

siswa untuk mengimpulakan materi yang diberikan dan kemudian

guru memberikan ringkasan materi pembelajaran

10 Setela guru memberikan penjelasan materi pelajaran maka di akhir

pembelajaran guru memberikan tugas sebagai evaluasi siswa

terhadap materi yang telah di berikan.

72

Questionnaire of students’ respons

The Students’ Responses to the use of the teacher’s set induction and closure in an

EFL students classroom

Berilah tanda check list ( ) sesuai dengan pilihan sikapmu terhadap pernyataan dibawah

ini !

Ket : Ya ( setuju ) dan Tidak (Tidak Setuju)

Nama : Andi Renaldi Yusuf

No Pernyataan Pilihan sikap

Ya Tidak

1 Guru menggunakan gerak tubuh untuk menjelaskan materi

pembelajaran

2 Dalam mengajar guru menggunakan alat bantu mengajar untuk

membantu siswa lebih memahami materi pembelajaran

3 Guru menjelaskan materi pelajaran dengan interaksi yang

bervariasi dengan siswa

4 Guru menjelaskan dan mempresentasikan idea atau topik

pembelajaran dengan jelas

5 Sebelum guru meberikan penjelasn tentang materi pembelajaran,

guru menyebutkan tujuan pembelajaran yang akan dicapai di akhir

pembelajaran

6 Topik pembelajaran di jelaksn oleh guru secara runtut dan jelas

7 Sebelum menjelaskan topik pelajaran yang guru memberikan

beberapa per tanyaan tentang materi pelajaran sebelumnya

8 Dalam menjelaskan materi pelajaran guru menghubungkan materi

pelajaran dengan pengalaman siswa

9 Pada akhir pembelajaran guru memberikan kesempatan kepada

siswa untuk mengimpulakan materi yang diberikan dan kemudian

guru memberikan ringkasan materi pembelajaran

10 Setela guru memberikan penjelasan materi pelajaran maka di akhir

pembelajaran guru memberikan tugas sebagai evaluasi siswa

terhadap materi yang telah di berikan.

73

Questionnaire of students’ respons

The Students’ Responses to the use of the teacher’s set induction and closure in an

EFL students classroom

Berilah tanda check list ( ) sesuai dengan pilihan sikapmu terhadap pernyataan dibawah

ini !

Ket : Ya ( setuju ) dan Tidak (Tidak Setuju)

Nama : Syahrir

No Pernyataan Pilihan sikap

Ya Tidak

1 Guru menggunakan gerak tubuh untuk menjelaskan materi

pembelajaran

2 Dalam mengajar guru menggunakan alat bantu mengajar untuk

membantu siswa lebih memahami materi pembelajaran

3 Guru menjelaskan materi pelajaran dengan interaksi yang

bervariasi dengan siswa

4 Guru menjelaskan dan mempresentasikan idea atau topik

pembelajaran dengan jelas

5 Sebelum guru meberikan penjelasn tentang materi pembelajaran,

guru menyebutkan tujuan pembelajaran yang akan dicapai di akhir

pembelajaran

6 Topik pembelajaran di jelaksn oleh guru secara runtut dan jelas

7 Sebelum menjelaskan topik pelajaran yang guru memberikan

beberapa per tanyaan tentang materi pelajaran sebelumnya

8 Dalam menjelaskan materi pelajaran guru menghubungkan materi

pelajaran dengan pengalaman siswa

9 Pada akhir pembelajaran guru memberikan kesempatan kepada

siswa untuk mengimpulakan materi yang diberikan dan kemudian

guru memberikan ringkasan materi pembelajaran

10 Setela guru memberikan penjelasan materi pelajaran maka di akhir

pembelajaran guru memberikan tugas sebagai evaluasi siswa

terhadap materi yang telah di berikan.

74

Questionnaire of students’ respons

The Students’ Responses to the use of the teacher’s set induction and closure in an

EFL students classroom

Berilah tanda check list ( ) sesuai dengan pilihan sikapmu terhadap pernyataan dibawah

ini !

Ket : Ya ( setuju ) dan Tidak (Tidak Setuju)

Nama : Muh. Ikhsan

No Pernyataan Pilihan sikap

Ya Tidak

1 Guru menggunakan gerak tubuh untuk menjelaskan materi

pembelajaran

2 Dalam mengajar guru menggunakan alat bantu mengajar untuk

membantu siswa lebih memahami materi pembelajaran

3 Guru menjelaskan materi pelajaran dengan interaksi yang

bervariasi dengan siswa

4 Guru menjelaskan dan mempresentasikan idea atau topik

pembelajaran dengan jelas

5 Sebelum guru meberikan penjelasn tentang materi pembelajaran,

guru menyebutkan tujuan pembelajaran yang akan dicapai di akhir

pembelajaran

6 Topik pembelajaran di jelaksn oleh guru secara runtut dan jelas

7 Sebelum menjelaskan topik pelajaran yang guru memberikan

beberapa per tanyaan tentang materi pelajaran sebelumnya

8 Dalam menjelaskan materi pelajaran guru menghubungkan materi

pelajaran dengan pengalaman siswa

9 Pada akhir pembelajaran guru memberikan kesempatan kepada

siswa untuk mengimpulakan materi yang diberikan dan kemudian

guru memberikan ringkasan materi pembelajaran

10 Setela guru memberikan penjelasan materi pelajaran maka di akhir

pembelajaran guru memberikan tugas sebagai evaluasi siswa

terhadap materi yang telah di berikan.

75

Questionnaire of students’ respons

The Students’ Responses to the use of the teacher’s set induction and closure in an

EFL students classroom

Berilah tanda check list ( ) sesuai dengan pilihan sikapmu terhadap pernyataan dibawah

ini !

Ket : Ya ( setuju ) dan Tidak (Tidak Setuju)

Nama : Muh. Wahyu

No Pernyataan Pilihan sikap

Ya Tidak

1 Guru menggunakan gerak tubuh untuk menjelaskan materi

pembelajaran

2 Dalam mengajar guru menggunakan alat bantu mengajar untuk

membantu siswa lebih memahami materi pembelajaran

3 Guru menjelaskan materi pelajaran dengan interaksi yang

bervariasi dengan siswa

4 Guru menjelaskan dan mempresentasikan idea atau topik

pembelajaran dengan jelas

5 Sebelum guru meberikan penjelasn tentang materi pembelajaran,

guru menyebutkan tujuan pembelajaran yang akan dicapai di akhir

pembelajaran

6 Topik pembelajaran di jelaksn oleh guru secara runtut dan jelas

7 Sebelum menjelaskan topik pelajaran yang guru memberikan

beberapa per tanyaan tentang materi pelajaran sebelumnya

8 Dalam menjelaskan materi pelajaran guru menghubungkan materi

pelajaran dengan pengalaman siswa

9 Pada akhir pembelajaran guru memberikan kesempatan kepada

siswa untuk mengimpulakan materi yang diberikan dan kemudian

guru memberikan ringkasan materi pembelajaran

10 Setela guru memberikan penjelasan materi pelajaran maka di akhir

pembelajaran guru memberikan tugas sebagai evaluasi siswa

terhadap materi yang telah di berikan.

76

Questionnaire of students’ respons

The Students’ Responses to the use of the teacher’s set induction and closure in an

EFL students classroom

Berilah tanda check list ( ) sesuai dengan pilihan sikapmu terhadap pernyataan dibawah

ini !

Ket : Ya ( setuju ) dan Tidak (Tidak Setuju)

Nama : Ahmad Rudiawan

No Pernyataan Pilihan sikap

Ya Tidak

1 Guru menggunakan gerak tubuh untuk menjelaskan materi

pembelajaran

2 Dalam mengajar guru menggunakan alat bantu mengajar untuk

membantu siswa lebih memahami materi pembelajaran

3 Guru menjelaskan materi pelajaran dengan interaksi yang

bervariasi dengan siswa

4 Guru menjelaskan dan mempresentasikan idea atau topik

pembelajaran dengan jelas

5 Sebelum guru meberikan penjelasn tentang materi pembelajaran,

guru menyebutkan tujuan pembelajaran yang akan dicapai di akhir

pembelajaran

6 Topik pembelajaran di jelaksn oleh guru secara runtut dan jelas

7 Sebelum menjelaskan topik pelajaran yang guru memberikan

beberapa per tanyaan tentang materi pelajaran sebelumnya

8 Dalam menjelaskan materi pelajaran guru menghubungkan materi

pelajaran dengan pengalaman siswa

9 Pada akhir pembelajaran guru memberikan kesempatan kepada

siswa untuk mengimpulakan materi yang diberikan dan kemudian

guru memberikan ringkasan materi pembelajaran

10 Setela guru memberikan penjelasan materi pelajaran maka di akhir

pembelajaran guru memberikan tugas sebagai evaluasi siswa

terhadap materi yang telah di berikan.

48

Questionnaire of students’ respons

The Students’ Responses to the use of the teacher’s set induction and closure

in an EFL students classroom

Berilah tanda check list ( ) sesuai dengan pilihan sikapmu terhadap pernyataan

dibawah ini !

Ket : Ya ( setuju ) dan Tidak (Tidak Setuju)

Nama : Wahyudi

No Pernyataan Pilihan sikap

Ya Tidak

1 Guru menggunakan gerak tubuh untuk menjelaskan materi

pembelajaran

2 Dalam mengajar guru menggunakan alat bantu mengajar untuk

membantu siswa lebih memahami materi pembelajaran

3 Guru menjelaskan materi pelajaran dengan interaksi yang

bervariasi dengan siswa

4 Guru menjelaskan dan mempresentasikan idea atau topik

pembelajaran dengan jelas

5 Sebelum guru meberikan penjelasn tentang materi pembelajaran,

guru menyebutkan tujuan pembelajaran yang akan dicapai di akhir

pembelajaran

6 Topik pembelajaran di jelaksn oleh guru secara runtut dan jelas

7 Sebelum menjelaskan topik pelajaran yang guru memberikan

beberapa per tanyaan tentang materi pelajaran sebelumnya

8 Dalam menjelaskan materi pelajaran guru menghubungkan materi

pelajaran dengan pengalaman siswa

9 Pada akhir pembelajaran guru memberikan kesempatan kepada

siswa untuk mengimpulakan materi yang diberikan dan kemudian

guru memberikan ringkasan materi pembelajaran

10 Setela guru memberikan penjelasan materi pelajaran maka di akhir

pembelajaran guru memberikan tugas sebagai evaluasi siswa

terhadap materi yang telah di berikan.

49

Data Analyze of Questionnaire

No

.

Studens

S1 S2 S3 S4 S5 S6 S7 S8 S9 S

10

S

11

S

12

S

13

S

14

S

15

S

16

S

17

S

18

S

19

S

20

S

21

S

22

S

23

S

24

S

25

1.

2.

3. - - -

4. - - - - -

5. - - - - - - -

6. -

7. - - - - - - -

8. - - - -

9. - - - - - - - - -

10. - -

50

48

49

50

51

52

53

54

CURRICULUM VITAE

Yusriani Yusuf was born on August 23, 1994 in Kaban from the

marriage of her parents Yusuf and Rosmawati. She is the first child

from two children in her family. She began her elementary school at

SDN 179 Kaban and graduated in 2007. Then, she continued at SMPN

7 Alla and graduated in 2010. After that, she continued her Senior

High School at SMAN 3 Maros and graduated in 2013. At the same

year, she was accepted as English Education Department student of Faculty of Teacher and

Training and Education, Makassar Muhammadiyah University. She could finish her thesis in

2018 entitle “Teacher’s Set Induction and Closure in an EFL Students’ Classroom (A

Descriptive Research at SMK 1 Gunung Sari, Makassar).