Aplonia N. Ke Lomi Thesis

THE EFFECTIVENESS OF USING OPENING LESSON TECHNIQUES
OF EFL CLASS FOR THE IMPROVEMENT OF MASTERY LEARNING
OF THE SECOND GRADE STUDENTS OF SMP NEGERI 13 KUPANG IN
ACADEMIC YEAR 2016/2017
A THESIS
PRESENTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS

FOR THE DEGREE OF SARJANA PENDIDIKAN
By
APLONIA NELCI KE LOMI
Reg. Number: 1301021006
ENGLISH STUDY PROGRAM

LANGUAGE AND ART DEPARTMENT
THE FACULTY OF TEACHER TRAINING AND EDUCATION
NUSA CENDANA UNIVERSITY
KUPANG
2017
1
STATEMENTS OF AUTHORSHIP
I declare that this thesis does not contain any material which has been accepted for
the award of any other degree or diploma in any university; nor does it contain
material previously published or written by any other person, except where due
reference is made in the text of the thesis.
The
Writer
Aplonia Nelci Ke Lomi
Reg. No. 1301021006
2
THESIS
Presented in Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
BY
Reg. Number: 1301021006
APPROVED BY:
First Supervisor Second Supervisor
Dr.Clemens Kolo, MAT Drs. Jhon Bhae,M.Ed

NIP.195210291580031003 NIP.19600521 198703 1 004
ACKNOWLEDGED BY:
The Head of English Study Program
Drs. Alexander H. Kabelen, MA

NIP. 19630825 199003 1 004
3
This thesis entitled:
“THE EFFECTIVENESS OF USING OPENING LESSON TECHNIQUES

ACADEMIC YEAR 2016/2017 “
This writing has been examined by the board of examiners on 21st June 2017
The board of examiners:
Name Signature
1. Prof. Drs. Josua Bire, MA, M.Ed, Ph.D

NIP. 19521230 197806 1 002
2. Santri E.P.Djahimo, S.Pd.,M.App.Ling.,Ph.D.

Post.Grad.Dipl (RMS)
NIP: 19731017 200312 2 001
3. Drs. . Jhon Bhae, M.Ed

NIP.19600521 198703 1 004
Acknowledged by:
The Head of The Head of

Language and Art Department, English Study Program,
Drs. Labu Djuli, M. Hum Drs. Alexander H. Kabelen, MA

NIP. 19620703 199003 1 002 NIP. 19630825 199003 1 004
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MOTTO:
“I CAN DO ALL THINGS THROUGH
CHRIST WHO STRENGTHENS ME
Philippians 4 : 13 ”
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This thesis is Dedicated to:
 JESUS CHRIST WHO ALWAYS BLESSING ME

 MY BELOVED FATHER, DRS. MARKUS KE LOMI
 MY BELOVED MOTHER, DORTIA KE LOMI-SINE
 MY BELOVED SISTER, CYNTIA AMELIA KE LOMI,
S.KM
 MY BELOVED FAMILY
 MY BELOVED FRIENDS
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ACKNOWLEDGEMENT
Praise the Almighty Jesus Christ for His unlimited love and blessing that
has made all this work possible.
The writer realizes that no work could be accomplished without other
helps and contribution. Therefore, the writer would like express her deep gratitude
to the following people:
1. My beloved Parents, Drs. Markus Ke Lomi and Dortia Sine, for giving me
love, praying, support, finance, affection, understanding and support. She
just can say thank you and she loves you so much.
2. The one and only sister: Cyntia Amelia Ke Lomi, S.KM. Thank you for
your love and support. She loves you as always
3. Dr. Clemens Kolo, MAT as her first supervisor and Drs.Jhon Bhae, M.Ed,
as her second supervisor for their help and supervisions and for teaching
her how to be patient, wise, be more critical and logical in thinking and
who have patiently given the guidances to complete this writing.
4. Dr. Laurensius Kian Bera, MA as the Academic Supervisor, for his
valuable advice during her study at the English Study Program of Nusa
Cendana University.
5. Prof. Drs. Josua Bire, MA, M.Ed, Ph.D and Santri E.P. Djahimo, S.Pd,
M.App.Ling, Ph.D. Post.Grad.Dipl (RMS) as her examiners in the thesis
examination. Thank you for your critics, suggestions and advises for the
improvement of this writing.
6. All the lecturers of English Study Program for their valuable knowledge
and experience during her study.
7. Drs. Alexander H. Kabelen, MA as the head of English Study Program for
facilitating her study in English Study Program. Thank you for support,
help and advises for her in finishing her study.
8. Drs. Labu Djuli, M.Hum as the head of Language and Arts Department for
facilitating her during her study in Language and Arts Department.
9. The Headmaster of SMP Negeri 13 Kupang who allowed her to conduct
the research in the school
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10. Lince Dada Gole, S.Pd who taught her English since she was in Junior
High School, being her supervisor teacher for PPL. Thank you for your
support
11. The Second Grade students of SMP Negeri 13 Kupang in academic Year
2016/2017 for their willingness to participate during the research and to do
the tests, which are useful as the data for this study
12. Her blessed families (Mama Ibu, Mama Bula, Kici Ruben, Kici Ama, Ti’i
Sel, Mama Kaca, Mama Jenlin, Mama Jeny, Om Gius, To’o Son) with all
her cousins for their support, love and affection.
13. Her beloved friends of ED 2013 , ED Class A, FOG’21 (Mega, Mesly,
Aty, Anita, Susan, Ester, Irel, Logo, Eva, Lily, Fanty, Echa, Lusy, Andy,
Alfan, Tony, Herlyn, Serly,Fenny, Itin, Hana, Abdul, Indri, Intan, Lely,
Tuty, Luica, Eflin, Etty, Ita, Henny, Wanda, Wendy, Yolan,). Thank you
for your jokes, brotherhood, love and support.
14. Her awesome friends of KKN Tanaraing Squad (Aris, Andar, Eka, Valen,
Gusti, Deby, Ria) for their support and cheerfulness
15. All other parties who have given any assistances, material, and spiritual
supports to the writer for succeeding her study
The writer also realizes that this writing has not been perfect yet. Therefore,
any valuable contributions to better it are cordially welcome.
Kupang, June 2017
The Writer
Aplonia Nelci Ke Lomi
No. Reg. 1301021006
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ABSTRACT

BY
1301021006
This research was conducted to reveal ways or how each of the techniques
that were used by the writer in opening an English lesson helped, supported and
could create such a good development to the students’ mastery learning. The
writer designed the opening English lesson techniques and analyzed the affects
toward students’ participation during the core activities of the lesson and the
scores of the students in each cycle. The research was conducted at the second
grade students of SMP Negeri 13 Kupang in academic year 2016/2017. The total
students of class E was 25 students, which consisted of 13 boys and 12 girls. The
method in this research was Classroom Action Research (CAR). There were two
cycles in this research and each cycle consisted of planning, acting, observing,
reflecting and evaluation. The data were gathered in qualitative and quantitative
data. The qualitative data were gained by analyzing the students’ activeness and
participation during the learning process. Then, the quantitative data were
obtained from the scores of pre-test and the post-tests after each cycle. The result
of the research showed that there were development in the students’ mastery
learning; which was from 43,50 in the pre-test to 70 in the first cycle and finally
84,19 in the second cycle. The average of the students’ participation degree was
increased from 65% in the first cycle to 71% in the second cycle. The class was
considered as an active class. From the result of the research above, the writer
would like to suggest that English teachers be creative and innovative in designing
not only during the core activities but especially the opening of the lesson
techniques.
Keywords: Opening Lesson Techniques, Mastery Learning
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TABLE OF CONTENT
Page
Title……………………………………………….……...... i
Statement Of Authorship………………………............……….. ii
Approval........................................................................................ iii
Board of Examiners................................................................. iv
Motto……………………………………………...………… v
Acknowledgement………………………………………………………. vii
Abstract ……………………………………………………… vii
Table of Content …………………………………...……… viii
List of Tables and Figures.................................................. ix
Chapter I Introduction.................................................................. 1
1.1. Background ......................................................................... 1
1.2. Research Problems................................................................ 3
1.3. The Aims and Benefits.......................................................... 4
1.4. Scope of Writing ................................................................... 5
1.5. Definitions of Terms ................................................ ........ 5
1.6. Material Organization ......................................................... 5
Chapter II Review of Literature ................................................... 7
2.1. Definition of Opening Lesson .............................................. 7
2.1. The Purpose of Opening Lesson .......................................... 7
2.3. Principles of Opening Lesson............................................... 9
2.4. Components of Opening Lesson........................................... 10
2.5. Steps of Opening Lesson...................................................... 15
Chapter III Research Methodology ............................................. 20
3.1. Method of Research............................................................ 20
3.2. Research Site......................................................................... 20
3.3. Research Procedure.............................................................. 20
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3.4. Research Instruments............................................................ 22
3.5. Data Analysis Technique...................................................... 23
Chapter IV Findings and Discussion ........................................... 25
4.1. Research Location ............................................................... 25

4.2.Pre-Test ............................................................................... 26
4.3.Cycle I ................................................................................. 28
4.4. Cycle II ................................................................................ 42
4.5. Discussion ........................................................................... 55
Chapter V Conclusions and Suggestions...................................... 59
5.1.Conclusion............................................................................ 59
5.2.Suggestion ............................................................................ 60
Bibliography
Appendices
LIST OF TABLES AND FIGURES
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Table 1: The Result of Pre-Test
Table 2: Students’ Participation Degree
Table 3: Level of Students’ Participation (Cycle I)
Table 4: Students’ Categorization (Cycle I)
Table 5 : The Result of Cycle I
Table 6: Students’ Sentences in Simple Past Tense
Table 7: Students’ Participation Degree (Cycle II)
Table 8: Level of Students’ Participation (Cycle II)
Table 9: Level of Students’ Participation (Cycle II)
Table 10: The Result of Cycle II
Figures 1: Formula of Simple Past Tense (Verbal Sentences)
Figure 2: Formula of Simple Past Tense (Nominal Sentences)
Figure 3: The Development of Students’ Mastery Learning Graph
Figure 4: The Average of Students' Participation Degree Graph
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CHAPTER I
INTRODUCTION
1.1. Background
Education as the media of gaining knowledge of human being is very
important to our life. Education is seen as the way to create bright generation for
the nation. The problems of education today are given serious attention from the
government, especially in Indonesia. The quality standard of a country is not only
based on the economical aspect, but also the educational aspect.
As we know, the two main participants in education are teachers and
students. They have important roles in developing the education standard. In this
case, Teachers as the party who share knowledge, the students who accept the
knowledge and by the implementation of the roles, the learning objectives that
have been designed can be achieved. The teachers and the students create such a
beneficial relationship between them, as Akoli (2006) says that they shape a
triangle in which it is understood that if one of them lost, the essence of education
is in question (Akoli, 2006:1).
Teaching is done by the teachers. An effective learning is marked by a great
teaching-learning process in the classroom. Teachers tend to become directors or
facilitators of learning experience and goals. The teachers have their own freedom
in selecting the proper content which is based on the curriculum. The teachers
have to describe specific objectives and skills that the students should be able to
display under defined conditions and at a designated time. Furthermore, teachers
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have roles in monitoring the learning process, giving motivations and advise in
developing good characters and soft-skills of the students, improving their
abilities and skills as the professional teachers and having a good participation for
the development of curriculum and school programs. Therefore, it is a must for
teachers to have the competences and master the techniques of teaching. Besides
comprehending the substantive study field, the basic teaching competences and
techniques are the indicators that influence the success of a teacher in the learning
process. And one of the basic teaching techniques that have to be possessed by the
teachers is opening lesson techniques. (Setiawan, 2015:3)
Opening lesson plays an important part of teaching-learning process in the
classroom. That is the first session that happens in the classroom as soon as the
teacher enters the classroom. Opening lesson also deals with the ability of the
teacher to prepare the students mentally and intellectually to participate in the
learning activity at the day.
The important part of the learning is not only the explanation about the
materials of the subject, but also the opening itself. The main point here is the
beginning of the learning process. According to Sztabnik (2015), if the teachers
fail to engage the students at the beginning, they may never get the students back.
If the teachers do not know the final result, they risk moving haphazardly from
one activity to the next. Every moment in the lesson plan should be implemented
appropriately. It will influence the willingness and the preparedness of the
students to follow the learning and to wait for the next meeting.
In this research, the writer was focus more on the beginning of the learning
process. In reality, some teachers tend to underestimate the techniques that they
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use to start the lesson in the class. They might think that it is not as important as
the main activities in the learning process. They will choose to be focus more on
the middle instead of the beginning and the ending of the process.
The writer would find out that the opening lesson techniques will create
such a good impact in a real situation. The writer wanted to know whether
opening session will affect students’ mastery learning about the given materials or
not.
Based on the problem above the writer is interested in writing a thesis
entitled
“THE EFFECTIVENESS OF USING OPENING LESSON
TECHNIQUES OF EFL CLASS FOR THE IMPROVEMENT OF
MASTERY LEARNING OF THE SECOND GRADE STUDENTS OF SMP
NEGERI 13 KUPANG IN ACADEMIC YEAR 2016/2017”
1.2. Research Problems
Based on the explanation above, the writer is going to conduct the research.
The research is conducted to answer the following problems:
1. How do the opening lesson techniques improve the students’ mastery
learning of the given topic?
2. To what extent had the students mastered the learned topic after
implementing the opening lesson techniques?
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1.3. The Aims and Benefits
1.3.1. Aims
This research was aimed at finding out the answer of the problems above.
The aim of the research was to find out whether the techniques of opening lesson
in an English class improved the students’ mastery learning of the topic. It was
also aimed to revealing the extent to which opening lesson techniques class
improved the students’ mastery learning of the topic.
1.3.2. Benefits
1.3.1.1. Theoretical Benefit
This research was expected to enrich existing theories of foreign language
teaching and learning in general and especially of how to open and English lesson.
The study revealed ways or how each of the techniques used by the teachers in
opening an English lesson help and support students’ learning in term of active
participation during the core activities of the lesson.
1.3.2.2. Practical Benefits
1. For the writer
This research enriches the writer’s knowledge about how
the opening lesson technique will increase the students’
mastery learning
2. For English teachers
The teachers may use the result of this research as their
reference in improving their skills in teaching
3. For prospective English teachers
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This research can be used by the prospective teachers as
their reference to be professional teachers and if they are
willing to make similar research.
1.4. Scope of Writing
Based on the problems of this research, the writer focused on the
improvement and correction in the learning process of the given topic after the
writer implemented certain techniques during the opening session.
1.5. Definition of Terms
Some terms in the title of this study need to be defined to avoid
misunderstanding. They are as follows:
1. Opening Lesson Technique refers to the activities that are done in
the beginning of the learning process, which may prepare the students
emotionally and intellectually to learn before the core activity.
2. Mastery Learning refers to the minimum level of knowledge and
skill obtained from the learned topic of a class meeting (i.e. 75% of a
formative test)
3. Improvement is a term that is used for the actions that are being
improved or increased in such a continuous way.
4. Effectiveness is a term that is used for learning /teaching method
that has an effect and is able to bring about intended results.
1.6. Materials Organization
This writing consists of five chapters. Chapter I is Introduction. It is divided
into background of research, research problems, aims and benefits of the research,
scope of writing, and the definitions of terms and materials organization. Chapter
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II is a review of related literature, which relevant theories and concepts on
opening strategies are provided. In this chapter, some theories of writing and its
principles has been presented. Chapter III is the research methodology which
covers research types; research procedure, population and sample, sources of data,
and technique of data analysis. Chapter IV deals with finding and discussion
while chapter V presents conclusions and suggestions.
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CHAPTER II
REVIEW OF LITERATURE
2.1 Definition of Opening Lesson
According to Barnawi and Arifin (2015), opening lesson is the activity that
is done to create pre-condition; to make students’ mental and attention centered to
the given material. In other words, opening lesson is the time for the teacher to
guide the students to the content based on the topic of learning. Opening lesson is
not only done at the beginning of the learning process. It can be done when the
teachers are going to move to another topic. (Barnawi and Arifin; 2015; 128)
We can say that the first words that come from the teacher determine the
success of the whole learning process at the time. As Setiawan (2015) states that
the achievement of the goals of the learning process depends on the method that
the teacher uses in the beginning of the learning process. All plans and
preparations before teaching can be no use if the teacher fails to introduce learning
(Setiawan; 2015:3).
2.2 The Purpose of Opening Lesson
The ten minutes that matter most is the beginning of the class. If a lesson
does not start off strong by activating prior knowledge, creating anticipation or
establishing goals, students’ interests, the teachers have to do some heavy lifting
to get the students back. If it fails to check for understanding, the teachers will
never know if the lesson’s goal was attained
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We also know that each student has his or her own characters that are
different from each other. The differences need attention from the teachers.
Teachers are demanded to give attention to all students in the classroom. The
teacher also should give ‘special’ attention to some students (Janawi; 2011).That
is why opening lesson is very important. Giving attention will be started when she
or he enters the classroom and opens the learning process in the class.
According to Suwarna et al cited in Barnawi and Arifin (2015: 129)
Opening Lesson is done for several aims:
1. Assist the students to prepare themselves directly from the beginning
to imagine the things that they are going to learn. Here, students’
imaginations take place to learning process. They may create certain
images in their mind related to the topic that the teacher introduces at
the beginning of the class. We can say that it can be an effective
method of teaching; by building up students’ imagination in the
learning process. As Egan (2009) says that “Involving imagination is
not a ‘sweet addition’ to the learning process; the involvement is the
‘core’ of the learning itself” (Egan, 2009:48)
2. Create students’ interests and attention to content of the topic
3. Help the students to know the scope of tasks and works for further
learning
4. Help the students to know the relation between their own experiences
to the topic that they are going to learn.
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2.3 Principles Of Opening Lesson
Students are considered as the receivers and savers of the content of
learning that is given by the teacher. They have their own individual uniqueness
that cannot be equalized in a same indicator or character. They have their own
talents, skills and interests (Barnawi, Arifin; 2015: 53). The teachers do not only
prepare the ways they hold the main activities in the learning process, but they
also should consider appropriate opening lesson techniques for all students which
have three principles:
1. Meaningful activity
The beginning part of the learning process must be meaningful. It means
that the activities should be relevant to the aims and goals of learning
process. So that students will be able to catch the meaning and get the
knowledge for the whole learning process.
2. Chronological and continuous process
All steps that teachers do from the beginning until the end are united in the
learning process. They cannot be separated because they are closely
connected and the steps support each other.
3. Understandable language
As stated before that the eight minutes in the beginning of the learning
process is important, so the teacher should not use language that makes
students hard to understand. It is recommended to use simple language
with short and uncomplicated sentences that are easy to understand. The
teacher may add some gestures to support the sayings. There are some
suggestions of classroom language according to Setiawan (2015:60):
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 Use clear language and vocabulary to the level of the students
 Use clear diction, vary your tone , stress where appropriate
 Use gesture, postures. Movement and facial expression with
combination of language
 Encourage the students to use language correctly both spoken and
written
 Correct grammar and spelling on the whiteboard.
2.4 Components of Opening Lesson
Opening lesson has some important components in order to create an
effective learning in the classroom. The components of opening lesson according
to Abimanyu (1985) cited by Toha Thea site, presented as follows:
1. Attracting Students’ Attention
There are many ways that can be used by the teachers to attract students
attention, they are:
a. Teachers’ Teaching Style
Teachers should do some variations in their teaching style for
increasing students’ interests in learning. For example; a teacher
decides the place where she or he stands to open the learning or the
teacher may choose a different activity to open the lesson. The teacher
may stand in front of the class and ask the students’ activities in home
that are related to the topic. In another chance, she or he may stand in
the back of the class and tell stories with different intonation, tone and
face expressions for the opening activity.
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b. Teaching Media
Teachers are able to use many kinds of teaching media such as
pictures, model, scheme, et cetera. By using teaching media, we are
hoping that they can attract students’ attention, increase students’
motivation to learn and give students other media and ways of joyful
learning. They may discover other things that assist them to get new
learning experiences.
c. Variations in the Pattern of Interaction
The common patterns of the interaction between teacher and students
are when the teacher explains and the students listen; or when teacher
asks question and the students answer the questions. These patterns
would not give such a big impression to the students at first time they
learn a new topic or material. Therefore, teachers should do some
variations in the way they introduce a topic so that the students pay
more attention to the explanation.
2. Giving Apperception
Apperception is done to make relation from the prior learning to the next
topic or material. As Ndirangu (2007) says that apperception involves a complex
interrelating of information from the environment and information retained from
prior learning. In this part, the teacher prepare the psychology and physics of the
students by asking about the previous meetings. It is related to the students’
learning experiences. The teachers may ask the students by saying ”Do you
remember what you learned in last meeting ?” and then they make relation
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between the previus topic and the topic that the students are goin to learn in the
meeting.
According to Hamalik (1980:232), the learning experience is an integration
of three elements:
a. Earlier impressions (sensory element)
These are about the impressions that the students already got from the
prior learning by their sensory elements. It is easier to remember,
especially when the learning left good impression to them. It will be
one part of their experiences to learn something in the past.
b. Earlier imaginations and responses that are already associated
(Images)
The learning experiences are contained the imaginations and responses
that they have ever done in learning something in the past. Those
imaginations and responses are already associated; it means that they
are not in separated parts, but they have proceeded in students’ mind to
have meaning and be integrated as their knowledge.
c. Happy or not (affective)
Happiness becomes one of the elements of learning experience. In
reality, students will have big willingness to learn, when they are happy
to learn. And their learning experiences that are still in their minds are
the experiences that make them happy; happy in learning.
3. Increasing Motivation
One of the purposes of opening lesson procedure is to find out what are
the things that attract the students. Those would increase their motivation to get
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into the learning. Therefore, the teacher should do many creative ways in order to
increase the students’ motivation in the class. The following ways can be useful
for the teachers:
a. Teaching with warmth and enthusiasm
The teachers should act warmly, friendly and enthusiastically. By using
such kinds of attitudes in the classroom, it will occurs factors that can
increase the students’ willingness and motivation to learn and to do the
tasks
b. Showing opposite ideas
To develop students’ motivation, the teacher may show some opposite
ideas from the realities in daily life. They will know that in some cases,
there are things that are not as they think in the reality. From that, they
will be attracted to the teacher explanation and encouraged to think
from the other ways or other point of view.
c. Paying Attention to Students’ Interests
Learning is not only from the material that the teacher gives to the
students. The teacher should pay attention to the students’ interests and
adapt them to the topic that they are going to learn.
3. Giving Reference
Giving references means that the teachers are able to develop the learning
sources that can be used by the students. Teachers develop the resources that can
be used during the delivery of the curriculum. They develop their teaching aids,
incorporate new technologies in the teaching technique, prepare study guides and
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they also keep abreast of any changing knowledge. From Komalasari (2013:114),
reference has some functions, especially in the learning process;
a. Overcoming the limitation of learning experiences
The students will learn the topic not only by their learning experiences in
the classroom; through the references, they may find other ways to learn
and it is not limited.
b. Beyond the classroom limitation.
Learning is not only in the classroom. The students may go outside, and
find many good learning sources and places in their daily life through the
given references.
c. Giving chance to direct interaction
The teacher may gives references, such as learning through observation,
experiments or study field that make students have direct interaction to
knowledge itself. They will experience learning directly from the source
of learning.
d. Planting the new concept
Giving references is not the only choice when the teachers do not have
enough source of learning for the students; it is a kind of planting new
concept to the students that the sources of learning they can find in their
daily life.
e. Raising a new interest
By the given references, the students may find new interests because they
find their ways to learn and they may also find their ways to be interested
to something.
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f. Developing motivation
Reference can be one of the factors that develop students’ motivation to
learn because they are expected to learn through many creative ways that
they can find in their daily life.
g. Giving a whole learning experience
The students’ learning experiences will be more complete by the
references because they learn from many sides; from the teacher, the text
books and also the references.
2.5 The Steps of Opening Lesson
Opening learning chronologically follows some steps:
1. The teacher enters the classroom; greets the class and check the
students’ attendance list.
2. Giving apperception
The teacher may give apperception through these following steps:
a. Make relation between students’ basic knowledge and experiences
to the topic they are going to learn.
b. Make a comparison between the two topics
3. Introducing the Topic
Then, the teacher starts to introduce the new topic after relating to the
previous learning. The teacher may do it in various and creative ways
that engage the students to learn. There are many ways that can be
done by the teachers to present an introduction, such as:
27
a. Asking questions to get the students think about the topic of the
lesson
b. Showing pictures that relate to the topic
c. Giving a problem to the students and asking them to give their
opinions in a kind of experiment.
4. Motivating students
In this part, motivation is given for increasing the students’
willingness to learn the topic. The teacher is supposed to create
such an interesting imagination about the topic to the students. It is
better to bring real object or tell a story related to the topic.
5. Giving References
Giving references can be defined as an activity to present
alternative sources of learning that can be used by the students to
get more explicit image about the topic that they are going to learn;
a. Proposing aims and scope of the students’ tasks.
b. Suggesting the ways to do the tasks
c. Reminding the main problems that are going to be identified in
the learning process.
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Below is an outline of various ways of introducing lessons proposed by
Ndirangu (2007:104)
a. Linking Techniques: to bridge between the old and the new learning. This
can be done by:
 Reviewing previous lessons content so as to invoke the recall of
relevant skills or concepts learned before
 Asking pupils to recall relevant events from their own experience
 Relating the new topic to its place in a theme or a broader topic being
developed in a series of lessons
b. Focusing attention Techniques
 Posing a problem or a question which will serve as a focal point for
discussion
 Calling upon pupils to observe charts, maps specimens, listen to
recordings that highlight significant aspects of the lesson’s task
c. Presentations
 Presenting short dramatic skits, Sketches, film, slides that emphasize on
things to be observed. Animation of voice, movement gestures to
stimulate and inspire pupils
 Use of audio visual media to arouse attention
d. Imparting motivational qualities
 Presenting a situation which is challenging, puzzling, a discovery that is
appealing and arouses curiosity.
 Giving learners information about values of the particular outcomes of
the lesson to them.
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The teacher may choose more than one of the introductory or opening lesson
techniques.
Generally, there are four phases that occur during the teaching-learning
process according to Baharuddin and Waryuni (2015:21). They are:
a. Motivation Phase
The phase is the time when the willingness and motivations of the students
are growing up. For example; when the students are interested in the ways
the teacher opens the class. It is a kind of process of getting knowledge at
the first time and the students become more motivated and prepared to join
the class. It is just same as when a boy meets a girl and he is interested to
know more about her.
b. Concentration Phase
After getting interested to the teacher, the students will start to pay
attention to the teacher. They put all of their concentration to the teacher
as the main source of learning. It cannot be rejected that some of them
may just pay attention to the appearance of the teacher (e.g. the clothes,
bag, fashion and hair style, shoe, et cetera).
c. Processing Phase
The students get knowledge from the teacher in their Short Term Memory
(STM). This memory processes knowledge to get the meaning in such
symbols based on the students’ abilities. The symbols may depend on the
basic knowledge and the experiences that each student has.
d. Saving Phase
30
It is the time when the students ‘save’ the symbols that are already proceed
in their Long Term Memory (LTM). In this part, the students already get
the knowledge even though it is just in some parts. They are ready to
develop the ‘symbols’ in the core activity of the learning process.
Therefore, this enriches our knowledge that learning process that happens in
the class is going through some certain phases that enable students to master and
the knowledge.
31
CHAPTER III
RESEARCH METHODOLOGY
In this chapter, the writer presents five parts of the research methodology.
They are research method, research procedure, research subject, instruments, and
data analysis technique.
3.1. Method of Research
The research is categorized as Classroom Action Research. The method that
used in this research was a combination descriptive qualitative type and
quantitative data but with qualitative focus. The use of this method in this research
is to describe the real facts of the result of learning after implementing effective
techniques in opening session. In this case, the researcher found out whether
certain manipulations of teaching techniques during the opening session give
positive learning impact to the students’ mastery of the given topic.
3.2. Research Site
The research was conducted in SMP Negeri 13 Kupang. It is a kind of state
school which is located in Frans da Romes Street, Maulafa, Kupang City. It has
741 students which are divided in three grades; 253 students at the 7th grade, 240
students at 8th grade and 248 students at 9th grade. There are 49 teachers;
consisting of 36 permanent teachers and 13 part-time teachers. The school also
employed 9 clerks’ full-time staff and 2 security men.
3.3. Research Procedure
This research was conducted in two cycles. It was repeated in the following
cycle because the result was not satisfactory with better revised lesson plan. Each
32
cycle began with lesson planning, implementing the plan (acting), observing the
implementation and reflecting or evaluating the process and the result of the
implementation. The result of the reflection determines the following cycle:
PROBLEMS
IDENTIFICATION
IMPLEMENTATION OF
ACTION I
OBSERVATION AND
CYCLE I EVALUATION
PLANNING
DATA ANALYSIS I
REFLECTION I
POST TEST RESULT
NOT SATISFACTORY
IMPLEMENTATION OF
ACTION II
OBSERVATION AND
PLANNING (REVISED) CYCLE II EVALUATION
DATA ANALYSIS II
REFLECTION
II POST TEST RESULT
SATISFACTORY
33
Modified from Arikunto, et al, (2007:74) in Bernadus (2013:30)
1. Planning (doing preparation)
2. Acting (implementing the planning)
3. Observing (capturing the influences)
4. Reflecting (analysis, synthesis, interpretation, explanation and conclusion)
This action research was held in several meetings because it needed more
time to do the reflection of the result as a planning for the next cycle.
3.4. Research Instrument
The instruments of this research are the observation sheet, the pre-test and
the tests which are in the lesson plan (documentary instruments) and interview.
a. The observation was conducted during the cycles. It showed the process
of one cycle, so that it helped researcher to make plan for the next
cycle.
b. The tests was particularly consisted of pre-test and tests that was
conducted at the end of each cycle. The pre-test was done to find out
the students’ ability, while the purpose of doing the other tests was to
examine whether or not the treatment in every cycle could effectively
improve the students’ mastery learning.
c. Interview was done to the students in order to support the result of the
observation. It was done during the research and it was included in the
qualitative data.
34
3.5. Technique of Data Collection
After the proposal was agreed on and approved by supervisors through a
seminar, the writer obtained permission from the Headmaster of SMP Negeri 13
Kupang. Then, the researchers went to SMP Negeri 13 Kupang to conduct the
research and to collect the data.
The data was obtained by collecting the results of the tests, observation and
interview. There are two kinds of data collecting; quantitative data and qualitative
data. To get the quantitative data, the writer used the score in pre-test and the tests
in every cycle. And for qualitative data, the writer made observation and interview
to record important information, for example in motivating the students, giving
references and apperception.
3.6. Data Analysis Technique
The research focused on the activeness of the students’ participation and
mastery learning of each student in the class. The participation activeness took
25% and the mastery learning took 75% in the calculation to get the total score.
The data was analyzed using descriptive method with statistic analysis to support
the qualitative findings.
During each cycle, the researcher did observation related to the students’
activeness from the beginning to the end of the lesson. From the result of
observation the researcher knew how far the opening lesson improved the
students’ activeness in the whole class. It is served as the statistic data and it is
called “Participation Activeness”.
The participation activeness of the students was observed by looking at the
activities that the students do during the lesson. Based the observation, the
35
researcher divided the students from the most active students to the less active
students. It was included in qualitative data.
Furthermore, to know how far the students have mastered the given topic;
the researcher computed the scores of the formative tests that was done after the
learning process by using formula recommended by Arikunto (2006:276) cited in
Lady (2015:33):
𝒙
∑ = × 𝟏𝟎𝟎
𝒏
Where: ∑ = score
X = total score.
N = maximum score
100 = fixed score
The researcher evaluated each cycle that had been done based on the result
of the data analysis. The result of the first cycle was not satisfying, then the
researcher moved to the next cycles with the same elements (planning, action,
observing and reflection) until the learning outcome has reached satisfactory level
(school standard)
36
CHAPTER IV
FINDINGS AND DISCUSSION
In this chapter, the writer would like to present everything that is related to
the research especialy the process that had been done by the writer in conducting
the research. The research was started from the pre-test and continued with the
actions of two cycles, the observations until the interviews. This research had
main aim that was to describe the real facts of the result of learning after
implementing effective techniques in opening session. In this case, the writer
wanted to find out whether certain manipulations of teaching techniques during
the opening session gave positive learning impact to the students’ mastery of the
given topic and how far the improvement that was happened from the first cycle
to the second cycle.
4.1. Research Location
SMP Negeri 13 Kupang is one of the schools that have a good cooperation
with UNDANA and it was the place where the researcher did her teaching
internship. The researcher knows well about the teachers, the students and the
learning atmosphere in the school. Therefore, the researcher wanted to provide
some kind of contribution to the development of the teaching-learning process in
the school, and also to introduce the school to the public. The researcher chose the
second grade topic because the researcher is familiar with the materials in the
second grade level and also the students. It made the writer felt easier to conduct
the research.
37
4.2. Pre-Test
Before conducting the pre-test, the writer had a discussion with the teacher
in choosing the topic that the writer could use for the research. It has to be based
on the syllabus and the curriculum which was already used the in the school. After
that, the writer started to organize the materials and the tests based on the topic
and asked for approval from the English teacher and the headmaster of SMP
Negeri 13 Kupang.
The pre-test was conducted on 10th June 2017. The students who followed
the pre-test were 25 students that were consited of 12 boys and 13 girls. It was a
simple test that was given in the first meeting. The writer entered the classroom
and introduced herself to the students. The writer explained what the students
were supposed to do in the test and gave them explanations of how to do the test.
The writer distributed the question sheets to all students. They had 10 questions of
multiple choices. The students took thirty minutes to complete the test. The aim of
the pre-test was to know the students’ prior knowledge about the topic that would
be taught. The students completed the test, based on what they knew and
understood. In the beginning, some students were not happy with the test, but after
the writer explained about the objective of the test, they finally had willingness to
do the test.
The result of the test was unsatisfactory. The writer concluded that the
students lacked of background knowledge related to the topic. Now the writer
knows what the problem the students were actually facing. The writer hoped that
38
through this research that was conducted in two cycles, the students background
knowledge would be provided before learning the topic. The writer would make
efforts to motivate students to learn the given topic better through an effective
opening session. The opening session techniques varied from cycle to cycle until
they gave satisfactory results to the students’ learning. They would learn
effectively and they could achieve the standard that has been set by the curriculum
for the given topic.
The result of pre test can be seen in the following table:
Table 1: The Result of Pre Test
No. Students KKM Score Level of Mastery

1. S01 75 50 Incomplete
39
Total 1450
Average 43,50
Complete -
Incomplete 25
Highest Score 70
Lowest Score 30
Based on table 1 before, the writer found that all the students were
incomplete in doing the test and the writer would like to present the mean score of
the students in the pre-test: :
𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑜𝑣𝑒𝑟𝑎𝑙𝑙 𝑠𝑐𝑜𝑟𝑒𝑠 𝑎𝑐ℎ𝑖𝑒𝑣𝑒𝑑 𝑏𝑦 𝑒𝑎𝑐ℎ 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠

𝑇ℎ𝑒 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑡ℎ𝑒 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠
1450
=
25
= 𝟒𝟑. 𝟓𝟎
Based on the mean score above and the reflection that the writer did after
the pre-test was done, the writer decided to start the first cycle with the aim was
improving the students’ mastery learning.
4.3. Cycle I
The first cycle took place from 12 to 13 June 2017. During this cycle, the
writer almost exclusively employed similar actions during the three class
meetings. Teaching actions for cycle one are presented in the following.
a. Planning
For conducting the research, the writer should find the appropriate materials
that could be given to the students based on the topic. After obtaining the learning
material, the writer began preparing required learning preparation; including RPP,
40
teaching media and aids also photocopying enough handouts and students’
worksheets. The writer also prepared observation guidance for teacher
collaborator.
The followings are the activities that the writer would implement in the
English class:
1. The writer did apperception with the students where the writer
reviewed the previous topics and experiences that ever happened in the
students’ life
2. The writer introduced the topic to the students and held a pre-content
briefing
3. The writer taught the students about the most common and difficult
vocabularies that the students would find in the learning process about
the topic.
4. The writer told the students about the learning objectives of the topic
that they have to achieved
5. The writer gave the students words of encouragement and motivation
to make them enjoy the learning.
b. Acting
The first cycle was lasted from 12nd June 2017 and it was followed by 25
students that consisted of 12 boys and 13 girls. The topic was about sharing
experiences as an introduction to recount text. The writer and the teacher
collaborator entered the class room. The writer entered the class as usual while
handing an attendance list, a text book, materials and pictures. The students
41
already sat on their seats but some of them still walked around the classroom. The
students greeted the writer and the teacher collaborator. The class was little bit
noisy and the writer asked them to get ready for the class. After the students were
ready for the class, the writer started the learning process by praying. After
praying, the writer checked the attendance list to know who was absent. The
writer also checked the students’ readiness to enjoy the learning process. First of
all, the writer started the learning process by asking about their holidays and the
activities that they did during the holidays. They gave the writer many answers the
writer tried to make relation from the previous learning topic by saying that this
text was the way they can do to give information to their friends especially about
their experiences and the events that ever happened in their life. The writer also
told them that the learning topic at the day will be based on their own experiences.
By learning this topic they would be able to share experiences to their friends in
English, know what recount text is and make simple sentences about their own
experiences.
Then, the writer stood up in front of the students while showing a picture.
Using pictures as one of learning media is usually used by teachers to catch
students’ attention.
Picture 1
42
The students looked at the picture curiously. The writer just said “look at
this picture”. For a few minutes, the writer just showed the picture to all students
in the classroom without telling anything about the picture. Indirectly, the writer
tried to gain students’ interest and made them curious about what they would they
do. After making sure that all students had seen the picture, the writer started to
ask; “what did you see at the picture?” It was aimed to make students be more
focus and put their attention to the showed picture. The students spontaneously
gave many kinds of answers such as they saw a boy, a little boy, a child who had
name James, et cetera. After getting the answers from the students randomly, the
writer encouraged the students to listen to a story;
The writer: “Well, I am sure that all of you have experienced many kinds of
events. The moments or the events that are kept in your mind and you will not
forget them. And this is James. James also has an experience and he wants to tell
it you. Do you want to hear?”
Hello, my name is James. Nice to meet you, all .. Now, I will

tell you about my experience. I had a terrible day yesterday. First I woke
up an hour late because my alarm did not go off. Then, I was in such a
hurry that I burned my hand when I was making breakfast. After
breakfast I got dressed so quickly that I forgot to wear socks. Next, I ran
out of the house trying to get the bus, but I missed it. Finally I walked
three miles to my school only to discover that it was Sunday! I hope I
never have a day as the one I had yesterday.
43
Picture 2 Picture 3
Picture 4 Picture 5
Picture 6 Picture 7
The students said yes to the writer’s question and the writer started to
tell them about James’s story. The writer used a set of pictures that support the
story and the pictures were also used to make students easy to understand the
whole story from the beginning until the end. The teacher told the story and
played her face expression based on the story. When the writer was telling the
story, the students gave their comments, smiled and laughed. After telling James’
story, the writer motivated the students;
44
The writer: “do you want be like James? Telling your story or your
experiences to your friend, make your friends know about your feeling and you
also could share with them. I am sure that many of you like to tell stories. This is
the time for you to tell your stories to your friends and me in English. That is cool,
right?”
It was the way that the writer used to gain students’ motivation in the
learning process. After that the writer shared the hard copies of the material to the
students before explaining more about how they share their experiences. The
writer told the story of James by using the pictures to make students easy to
imagine and understand the story. The story was an example of personal recount
text that the students were going to learn. The writer chose a storytelling
technique in the opening session as a way of using students’ imagination. The
writer was building up students’ imagination in the learning process started from
the opening session. At the end of the first cycle, the writer would see how the
‘imagination’ created such a good impact to the students’ mastery learning of the
given topic.
The learning process was still carried on with the writer’s explanation about
the common and difficult vocabularies that they would use to share experiences to
other people. The writer also shared hard copies of the materials to the students as
guidance for learning more about recount text. Because recount text was
identically talked about experiences with the using of past tense, the writer put
more focus in teaching simple past tense and also the other language features such
as the adverb and prepositional phrases (yesterday, last month, an hour ago, et
45
cetera), sequence phrases (first, then, after that, at last, finally, et cetera), and the
action verbs (look, run, go, move, change, fall, sleep, et cetera).
Figure 1: The Formula of Simple Past Tense (Verbal Sentences)
Simple Past Tense
Formula (Verbal Sentence)
(+) S + V2 + Complement
( - ) S + did+ not + V1 + Complement
( ? ) Did + S + V1 + Compelement
Example :
(+) I played footbal yesterday
(-) I did not play footbal yesterday
(?) Did I play footbal yesterday ?
Figure 2: The Formula of Simple Past Tense (Nominal Sentences)

Simple Past Tense
Formula (Nominal Sentence)
(+) S + To be (was/were) + Complement

( - ) S + To be (was/were) + not +
Complement
( ? ) To be (was/were) + S + Complement
I/He/She/It = was
They/We/You = were
Example :
(+) I was in my house yesterday
(-) I was not in my house yesterday
(?) Was I in my house yesterday?
After that the writer continued to ask the students to talk to their friends
about their own experiences; any kind of experience that they remembered at the
time. At the end, the students did exercises. Those were about simple past tense.
One of the exercises asked the students to fill the blanks in the question sheets and
46
wrote some verbs in the form past tense (verb 2) and the result of the task was
taken as the result for the cycle I.
c. Observing
In the first cycle, the writer also observed the students; any kind of activity
that they did during the learning process and how far each of them participated in
the learning process that was started from the opening session to the end of the
class. Generally, the writer found that some of the students still tended to be
passive with low motivation to learn English. Some of them were active telling
their stories to their friends and the writer but the others were just quiet when the
writer asked them for some simple questions and encouraged them to tell their
own stories even in Indonesian language. They even forget to bring their own
dictionaries to help them understand the English words. It caused many of them
did not enjoy the learning process because they did not understand about the
words that they learned. The writer tried to present the meaning of the words to
them, but still they did not show good willingness to learn more. Participation
level of the students was based on the observation sheet and was calculated by the
following formula:
Where:
P = Percentage
F = Total Score of all activities
N = Maximum Score
47
The participation level of the students can be seen in the following table:
Table 2: Degree of Students Participation in Cycle I
Students Percentage Criterion

S01 80% Very Active
S02 44% Less Active
S03 60% Active
S04 52% Less Active
S05 48% Less Active
S06 76% Very Active
S07 68% Active
S08 68% Active
S09 52% Less Active
S10 60% Active
S11 84% Very Active
S12 68% Active
S13 52% Less Active
S14 84% Very Active
S15 36% Less Active
S16 76% Very Active
S17 80% Very Active
S18 76% Very Active
S19 88% Very Active
S20 88% Very Active
S21 72% Active
S22 64% Active
S23 56% Active
S24 52% Less Active
S25 40% Less Active
Average 65% (Active)
Assesment criterion :
Average Criterion
76% - 100% Very Active
56% - 75% Active
0% - 55% Less Active
Data in Table 2 above showed the percentage of students’ participation
during the learning process. It can be categorized into three categories of
48
participation activeness. In the class, there were nine students who were very
active, eight students classified as active students and six students were less
active.
The level of students’ participation and the categorization of all students in
the first cycle of this classroom action research can be seen in the following
tables:
Table 3: Level of Students’ Participation in Cycle I
Number of
No. Criterion of Participation Percentage
Students
1. Very Active 9 36%
2. Active 8 32%
3. Less Active 8 32%
Total 25 100%
49
Table 4: Students’ Categorization in Cycle I
Criterion of
No. Students
Participation
1. Very Active S19
S20
S14
S11
S17
S01
S06
S16
S18
2. Active S21
S07
S08
S22
S10
S12
S03
S23
3. Less Active S04

S09
S13
S24
S05
S02
S25
S15
d. Interviewing
For supporting the qualitative data from the observation result, the writer
conducted some short interviews to the students after the first cycle was ended.
The writer interviewed two kinds of students in the class; the active students and
the less active students based on the result of the observation.
The writer asked the students about how they learn English so far, especially
about the learning process in that day from the opening session to the ending, how
50
much they understood the topic of learning, did they think that they were
motivated during the class and the impact of the opening session to the whole
parts of the learning process in the class. Generally, the active students told the
writer that learning English was fun, they learnt a lot in the day and they hoped
that they could learn English with the writer in the next meeting. Opposite with
the active students, the less active students said that learning English the hardest
works that they have to do in the school. They tended to dislike English lesson
and had no enthusiasm if English lesson and test was coming.
e. Evaluating
The evaluation was done to evaluate the mean score of all students in the
cycle I. The writer found that the mean score of the students from the cycle one
was higher than the mean score from the pre-test. It could be concluded that there
was an improvement after implementing the cycle one to the students. But there
were some students who did not reached the standard score, so the writer would
like to conduct the next cycle which was the cycle II.
The result of cycle II can be seen on the following table:
Table 5: Result of Cycle I

1. S01 75 90 Complete
51
Total 1975
Average 75
Complete 19
Incomplete 6
Highest Score 90
Lowest Score 60
Based on table 5 above, 19 students were complete as their score achieved
the mastery learning criteria or KKM (Kriteria Ketuntasan Minimal) which was
75 and only 6 students were incomplete. The highest score was 90 and the lowest
of all students’ scores was 60. The calculation of students' mean score is presented
in the following:
𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑜𝑣𝑒𝑟𝑎𝑙𝑙 𝑠𝑐𝑜𝑟𝑒𝑠 𝑎𝑐ℎ𝑖𝑒𝑣𝑒𝑑 𝑏𝑦 𝑒𝑎𝑐ℎ 𝑠𝑡𝑢𝑑𝑒𝑛𝑡

=
𝑇ℎ𝑒 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠
1975
=
25
= 𝟕𝟓
52
f. Reflecting
The reflection of the cycle I was done based on the result of observation,
interviews and also the test. The writer found that there were many lacks in the
first cycle. Some of the students still had low motivation to learn and they were
busy with their own activities during the learning process. They tended to be
passive and did not do the task well. The writer considered many reasons that
caused the unsatisfactory result from the cycle I. One of the reasons was they were
not ready to learn. It could be seen from their preparation. Many of them did not
bring their dictionaries as their tool to understand the English words. The writer
still gave the meaning of the words but they had to find it by themselves.
Based on the result of the mean score, there were many students who did not
reached the mastery learning criteria (KKM). Therefore, the research would be
moved into the second cycle with the hope that there would be significant
progress in the result of students’ mastery learning in the second cycle and also
the learning atmosphere could be more fun and enjoyable. In conducting the
second cycle, the writer still use telling experiences as the topic of teaching with
similar planning and preparation, but the opening session would be designed in
attractive ways to gain students’ interests and motivation. In the second cycle the
students would be encouraged to write their own stories in simple lines or a
paragraph.
53
4.4. Cycle II
The second cycle took place from 14 June to 15 June 2017. In this cycle, the
writer tried to be more creative in designing the learning process with the same
topic. As same as in the first cycle, this cycle was also conducted in the two class
meetings with similar actions but there was improvement that had been planned
by the writer. Teaching actions for the second cycle are presented in the
following.
a. Planning
For conducting the second cycle, the writer focused on preparing materials
that consisted questions and works related to the use of simple past tense as the
tense that they would use in telling experiences. It could be done by the students
in the class in order to improve their skills in telling experiences to the other
people. The writer also planned to use different technique from the first cycle for
the opening session. It was planned to make opening session be more interesting
and attractive. Therefore, the effects of the techniques would be seen in the end of
the learning process. The writer asked the teacher to look into the materials. After
getting the teacher agreement, the writer started to conduct the second cycle.
The followings are the activities that the writer would implement in the
English class for the second cycle:
1. The writer sang a song with the students. The title of the song was
BINGO
54
2. The writer did apperception with the students where the writer
reviewed the previous topics and experiences that ever happened in the
students’ life.
3. The writer gave some questions based on the material that the students
had learnt in the first cycle.
4. The writer made a real example about sharing experiences that could
be seen by all students
5. The writer instructed the students about a simple challenge that related
to the topic.
6. The writer gave the students words of encouragement and motivation
to make them enjoy the learning process
7. The writer explained more detail about past tense and the use of
sequence phrases.
8. The students read the handouts and did the exercises in their
worksheets.
b. Acting
The second cycle occured on 14th June 2017 to 15th June 2017 and was
followed by 25 students that consisted of 12 boys and 13 girls. The topic for the
second cycle was same with the first cycle, which was how to tell experiences to
the other people as an introduction to recount text. But the cycle focused on the
students’ comprehension of using simple past tense as one of the language
features in recount text. The second cycle was started once the writer entered the
classroom, hold the attendance list and the prepared materials. Once the writer
entered the class, the writer walked lazily. The students saw the writer and kept in
55
silent for a moment. They started to ask the writer, “what is happened, Miss?”
The writer did not answer their questions but asked them to pray for the lesson.
After praying and the writer had a seat in front of them, the writer started to talk;
“You know, I was a little bit lazy today. Last night, I did not sleep well
because I had to finish my works and I wake up late in this morning, too. So, how
about the class today ? I need consolation. Could you do something to entertain
me?”
The students gave many answers, but they chose to sing a song and the song
was BINGO. They sang it together with the writer. In the first time, they sang it in
slow way, so the writer kept her lazy expression. Indirectly, It made the students
be motivated to sing louder. The students enjoyed in singing the song. After
singing in two times, the writer chose a student randomly and walked to him.
With a bright smile the writer asked some questions to the student in Melayu
Kupang;
The writer: “Hai B ... B kemarin liburan dimana ? (Hi,B.. where did you
spend your holiday ?)
Student B: “b libur di rumah sa, Miss. Ma kemarin ketong ada jalan-jalan
pi Tablolong” (I spent my holiday at home, Miss. But in the
days before we went to Tablolong beach)
The writer: “Beta pi deng sapa-sapa? Deng apa?” (With whom did you
go? And what did you use to go there?
56
Student B: “pi deng keluarga e Miss. Ketong pi jalan-jalan sa. Ketong pi
deng oto e” (I went there with my family, Miss. Just having
fun and we went there with a car)
The writer: “asyik e. Pi buat apa sa?” (That is cool. What did you do at
Tablolong beach? )
Student B: “ketong pi makan2, foto-foto abis itu langsung pulang” (We
had our lunch there, then we took many pictures together and
after that we went back home.)
The writer: “oke deh B.. makasih e adik. Toss dolo ?” (okay B, thank you
and give me high five ?)
The teacher started to talk to the others while moving back to the front class
“Students, they are kind of experiences. I have an experience which is doing my
works last night and student B’s experience is going to Tablolong beach in his
holiday? How about you?” They started to think and gave their answers. Then,
the writer continued to talk to them with a beaming face;
The writer: “Okay, before we learn more about how to tell your great
experiences, I would like to ask you for something”. The writer tried to challenge
the students with giving an instruction;
The writer: “I want to know what you did yesterday or in your holidays as
same as student B. So, for filling your attendance list; each of you, please to tell
me about the activity that you did yesterday. Only one sentence, okay? After that
you have your rights to fill the attendance list for today. Just have fun, students!”
57
Some of the students seemed to be nervous about the challenge, but the
others did the instruction. They tried to find words in the dictionary and look into
the materials for the example. The writer encouraged the students by telling that
they were free to write anything, even with mistakes.
Each of the students started to remember about their experiences. To make
the challenge be more interesting, the writer said; “every time you friends tell his
or her experience, you should say: great experience, friend and showing your
thumbs up, Okay?”
The writer wrote the phrase “great experience, friend!” on the white board.
The reason why the writer used the kind of expression is to teach them to respond
their friend’s activities in a good way. The writer also wanted to teach them to
appreciate effort that other people do. The writer tried to make the learning
process more interesting as the main goal of the writer to make the learning
process more attractive and the students could interact each other. After an hour,
each of the students started to tell their experiences in sentences.
The sentences of all students can be seen in the following table:
Table 6: Students’ Sentences in Simple Past Tense
No. Students Sentences

1. S01 I fried fish
2. S02 I ate rice
3. S03 My Father going
to Lasiana last week
4. S04 Dina borrowed
my pen
5. S05 I and My Mother
watching television
6. S06 She slept in my
house
58
7. S07 We played
football in the field
8. S08 My mother come
to my house
grandmother
9. S09 Everyday I
followed private music
10. S10 I fall from the
tree
11. S11 My family went
to Oetune beach last
week
12. S21 I join the church
in Sunday
13. S13 I and my sisters
visited my grandparents
14. S14 My mother given
me a dress
15. S15 My mom made a
cake for I
16. S16 I climbed a tree
yesterday
17. S17 My family went
to Soe
18. S18 I fall from the
tree
19. S19 My mother made
a cake for me
20. S20 I joined Jambore
PAR V
21. S21 I watch Naruto
yesterday
22. S22 I cooked a
noodle for my sister
23. S23 I washed my
clothes in the afternoon
24. S24 I putted my dog
in house
25. S25 I eat fishfood
Based on the table 6 above, the writer found that the students still made
mistakes in making simple sentences in simple past tense. Their errors were
59
typically found in the verbs and noun phrases. But the writer appreciated their
efforts in making those sentences.
Creating real example in the class is very important. It is used to give
students real presentation and make the students easy to understand the material.
Being lazy was just the writer’s acting before she started the lesson. But the aim
of the acting is presenting a real example and making an interesting start before
the lesson began. The writer also presented a real example to the students by
doing the conversation with B. It was done to make students more understand
about how to share experiences to their friends.
The writer also created a simple challenge. By the challenge, the writer tried
to make students be accustomed to any kind of troubles they would face in
learning process. It was not about making students afraid to try but to teach and let
them find the knowledge by themselves. They accepted a simple reward after
doing the challenge; the acknowledgement of attending the class. And also from
this challenge, the writer learnt that mistakes and errors that the students do in the
learning process are under the teacher’s responsibility. The teachers put their best
in guiding the students to get out from their mistakes.
The learning process continued with the teaching of how to use the
sequence phrases (first, then, after that, at last, finally, et cetera). The writer
explained that they are used to tell the students’ experiences step by step. The
writer also gave them examples using the phrases.
60
c. Observing
The learning atmosphere in the second cycle that had been observed by the
writer was quite good and better than in the first cycle. The students started to be
interested in the learning started from the first cycle to the second cycle. It could
be seen that the students tried to gain their own motivation in writing experiences
although they still made mistakes.
From the opening session, the writer could see that they were interested in
the writer’s story and the short conversation between student B and the writer.
Some of them listened to it with smiles and even laughs. They put their attention
to the students B and the writer with no instruction before. It is because they put
the writer as the main focus in the classroom. Every single thing that the writer
did during the learning process would always attract their attention. That was the
reason why the writer used their curiosity as the way they learn. Some of them
who were not active in the first cycle tried to be more active in the second cycle.
They brought their own dictionaries and it made the writer happy with them. They
tried to find the meaning of words by themselves. They put their efforts to be
focus and enjoy the learning process.
The participation level of the students can be seen in the following table:
Table 7: Degree of Students Participation
No. of
Percentage Criterion
Students
01 84% Very Active
02 72% Active
03 68% Active
04 60% Active
05 60% Active
61
06 80% Very Active
07 72% Active
08 72% Active
09 68% Active
10 76% Very Active
11 84% Very Active
12 72% Active
13 56% Active
14 80% Very Active
15 56% Active
16 76% Very Active
17 80% Very Active
18 76% Very Active
19 88% Very Active
20 84% Very Active
21 72% Active
22 64% Active
23 60% Active
24 64% Active
25 56% Active
Average 71% (Active)
Assesment criterion :
Average Criterion
76% - 100% Very Active
56% - 75% Active
0% - 55% Less Active
Data in Table 7 above showed the percentage of students’ participation
during the learning process in the second cycle. It can be categorized into three
categories of participation activeness. In the cycle, there were ten students who
were very active and fifteen students classified as active students. There was a
satisfactory result where there was no student who was less active during the
learning process.
The level of students’ participation and the categorization of all students in
the second cycle of this classroom action research can be seen in the following
tables:
62
Table 8: Level of Students’ Participation
Number of
No. Criterion of Participation Percentage
Students
1. Very Active 10 40%
2. Active 15 60%
3. Less Active 0 0%
Total 25 100%
Table 9: Students’ Categorization in Cycle II
Criterion of
No. Participation Students
1. Very Active S19
S21
S11
S01
S17
S14
S06
S16
S18
S20
2. Active S21
S07
S08
S10
S12
S03
S23
S09
S22
S24
S04
S05
S13
S25
S15
63
d. Interviewing
The writer conducted interviews like in the first cycle. The writer
interviewed students from different categories based on the obseravtion; the active
students and the less active students. The writer had interviewed some students
after the class, and they told that it was fun. They could be more understood about
how to tell their experiences to other people. The told the writer that they enjoy
the learning process. They remembered when the writer in the opening session
acted as a lazy woman and also straightly headed to B and had a conversation
with him. They even laughed when B gave his answer to the writer. The students
also told the writer that they put their effort in making the sentences in order to fill
their attendance list. The writer could say that both the active and less active
students put their best to be more active in the second cycle.
e. Evaluating
From the second cycle, the writer concluded that there was an improvement,
especially about the motivation level of the students. Based on the result of the
cycle II, we could see that the mean score was getting better; from 75 to 84,19
that can be seen by the following table:
Table 10: Result of Cycle II
64
Total 2056
Average 84,19
Complete 25
Incomplete -
Highest Score 90
Lowest Score 75
Based on table 10 above, all of the students were complete as their scores
achieved the mastery learning criteria or KKM (Kriteria Ketuntasan Minimal) that
has been set by the curriculum in the school. The total score of all students were
2056 and the mean score is 84,19. The calculation of students' mean score is
presented in the following:
𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑜𝑣𝑒𝑟𝑎𝑙𝑙 𝑠𝑐𝑜𝑟𝑒𝑠 𝑜𝑓 𝑒𝑎𝑐ℎ 𝑠𝑡𝑢𝑑𝑒𝑛𝑡

=
𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠
2056
=
25
= 84, 19
65
In the second cycle, the writer found that there was a good improvement;
especially in students’ motivation to learn. They became more active than in the
previous cycle and pay good attention to the writer explanation. They were good
in telling their experiences to the writer even some of them still had troubles in
using English. It was supported by the result of the mastery learning of all
students that achieved the criteria and create a significant difference from the
result in the cycle I.
f. Reflecting
Based on the result of the result observation, test, and the interview in the
second cycle, the writer found that the students had good improvement in the
learning process. They became more active. They found their comfortable
atmosphere to talk and respond to the writer explanation. Although they still had
lack in using English, but they also had their own motivation to try. It made the
class atmosphere more good and comfortable for each of them. They did not know
much about the topic but their effort to learn and react to every instruction that the
writer gave made the learning process more effective.
Opening session really created positive impact for the students. The writer
really put effort in gaining the students’ motivation to learn and attracted their
attention started from the opening session. The writer tried not to lose them since
the opening session. Giving praises appreciation to the students’ works was done
by the writer in order to show her respect to the students. The writer also gave
comments that could build up their spirit and motivation in fixing their mistakes.
Teaching with smiles and respect is important to attract students and make them
66
feel happy in learning. The writer could say that they are great students because
they also did not make themselves ‘lost’ during the learning process. Putting
every single task or instruction to be interesting and enjoyable was the main focus
of the writer. There was a good cooperation and relation between the writer and
the students. The writer really thanks them for the kind of great learning
experiences that the writer had with them.
4.5. Discussion
In this part, the writer presents the discussion of the research based on the
findings that the writer has presented before about the effectiveness of using
opening lesson techniques of EFL class for the improvement of mastery learning
of the third grade students of SMP Negeri 13 Kupang in academic year 2016/2017.
Firstly, the writer can state that the main focus of the research is not about the
‘product’ or the result of the learning process such as the mean scores of the
students based on the test. This research is focused on the ‘process’ that happened
during the research especially on the opening session and how far it could affect
the whole sessions of the learning process and also the students’ mastery learning.
67
Figure 3: The Development of Students’ Mastery Learning Graph
Students' Mastery Learning

84.19
75
43.5
Pre-Test Cycle I Cycle II
Figure 4: The Average of Students' Participation Degree Graph
The Average of Students' Participation Degree
72%
71%
70%
69%
68% The Average of
67% Students'
Participation Degree
66%
65%
64%
63%
62%
Cycle I Cycle II
The scores of the students in each test were classified as the quantitative
data that were taken to support the qualitative data. During the implementation of
the Cycles I and II, the writer put best effort in conducting the research and
creating good improvement in the two cycles. The research began with a simple
kind of pre-test to know students’ prior knowledges that were related to the topic.
68
From the result of the pre-test the writer found that they were still lack of
knowledge related to the topic. The mean score of the students was 43,50. So, it
made the writer had a big willingness to conduct the two cycles.
In the first cycle, the writer used storytelling technique with ‘imagination’
and ‘curiosity’ in the opening session as the way of learning. The writer tried to
gain students’ attention and motivation started from the opening session so that
they could enjoy the rest of the learning process. It was done well but there were
many lacks; such as some of them still had low motivation and were just quiet
when the writer asked them for some simple questions and encouraged them to
tell their own stories even in Indonesian language. The mean score of all students
was 75 and it was higher than the pre-test result; which was 43,50. The writer also
found out that the average of all students’ participation degree was 65% and it
was considered as active class but still in low position. The writer felt good about
the result, but there were many unsatisfactory findings, so the writer decided to
conduct the next cycle.
The second cycle was done with different technique in the opening session.
In the session, the writer directly made a real example of sharing experience by
the acting of laziness and doing a conversation with student B. Indirectly, the
writer was going to present that those are the examples of sharing experiences to
other people. It was continued with a simple challenge. The challenge was done to
build up their energy to compete and to achieve something by their own effort.
There was good improvement during the second cycle. The students were more
active than in the first cycle.
69
The mean score of all students in the second cycle was 84,19. It was highest
mean score of all the students compared to the first cycle’s mean score (75) and
the pre-test’s mean score (43,50). The writer also found out that the average of all
students’ participation degree in the second cycle was 71% and it was higher than
in the first cycle; which was 65%. In the Cycle II, the class was considered as
active class in higher position. Based on the qualitative and quantitative data, the
writer could say that the research had been done successfully with satisfactory
result in the Cycle II.
70
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents the conclusion and suggestion based on the findings and
discussion in the fourth chapter;
5.1. Conclusion
After conducting Classroom Action Research, the writer would like to
draw conclusions as follow:
1. After analyzed the data, the writer can conclude that opening lesson
techniques that the writer used in the research were able to help the
writer improved the students’ mastery learning. Opening Lesson was
not just a ‘beginning’ in the learning process; it was more than it,
which was considered as a good time to catch the students to enjoy the
whole learning process.
2. The students’ progress in the two cycles was increased. It was
supported by the result mean score of the pre-test 43,50 to 75 in the
Cycle I and then raised to 84,19 in the Cycle II. There was significant
difference between the pre-test, the Cycle I and even the Cycle II.
3. The participation level of the students was increased. Every student
tried to be more active in every cycle. And based on the students’
participation table in the second cycle, the writer found that all
students were active; some of them even were very active.
71
4. The challenge that faced by the writer was the writer had to be creative
and the learning process that was started from the opening session
must to be attractive so that the students could enjoy the whole
learning process.
5.2. Suggestion
Based on the conclusions above, the writer would like to offer some
suggestions; they are:
1. For the Institution
The development of the students’ mastery learning is very
important. It is better to provide more teaching media and learning
sources that help the teacher and the students to achieve the goals.
2. For the English teacher
Teachers’ role is very important in developing students’ mastery
learning. The teacher should improve their ability in teaching.
Furthermore, it is better to be creative and attractive teacher with
joyful learning from the beginning until the end of lesson. The
teachers also should have a very good communication skills. They
should use their intonation, body language or gesture and not to
forget they should appreciate all the students’ answers and
thoughts. The teachers should not judge them wrong but otherwise
correct the the students’ answers.
3. For the students
Motivation and focus are the important factors in the process of
learning English. The students should develop their motivation and
72
be active during the process of learning. Keeping attention to the
lesson started from the opening session in order not to be lost in the
process.
4. For other researchers
The writer would like to suggest other researcher, that the result of
the study can be used as additional reference for further research
with different sample and places.
73
BIBLIOGRAPHY
A.S. Hornby. (1994). Oxford Learner’s Pocket Dictionary. Fourth Edition.

Oxford University Press.
Akoli, Marcelinus Y F. 2006. English Teachers’ Perception On Evaluation As
An Element of the Competency Based Curriculum at SMA Negeri 1
Kupang In The Academic Year 2005/2006, Skripsi, English Study
Program, Faculty of Teacher Training and Education, Nusa Cendana
University, Kupang. Unpublished.
Bahruddin,Wahyuni. 2015. Teori Belajar dan Pembelajaran. Joyakarta: Ar-Ruz
Media
Barnawi, Arifin. 2015. Micro Teaching; Teori dan Pengajaran yang Efektif &
Kreatif. Jogjakarta: Ar-Ruz Media.
Bernadus, Steven R E. 2013. Improving Reading Comprehension Using Short
Stories To The Fifth Grade Students of SD Inpres Oetete 3 Kupang In
The Academic Year 2011/2012, Skripsi, English Study Program, Faculty
of Teacher Training and Education, Nusa Cendana University, Kupang.
Unpublished.
Egan, K. 2005. An Imaginative Approach to Teaching. (A.R.E Sitepoe, trans)
Jakarta: Indeks (Original work published 2005).
Janawi. 2011. Kompetensi Guru; Citra Guru Profesional. Bandung: Alfabeta.
Komalasari. 2013. Pembelajarn Kontekstual; Konsep dan Aplikasi. Bandung:
Refika Aditama.
Lady, Petrus C, 2015.A Study On Writing Development In English Diary
Produced By The Second Semester Students Of English Study Program
Of Nusa Cendana University In The Academic Year 2013/2014, Skripsi,
English Study Program, Faculty of Teacher Training and Education,
Nusa Cendana University, Kupang. Unpublished.
Navis. 2013. Rahasia Menjadi Pendidik Jempolan Sekaligus Motivator Ulung
dalam Hitungan Menit. Joyakarta: Ar-Ruz Media.
Sagala. 2013. Kemampuan Profesional Guru dan Tenaga Kependidikan.
Bandung: Alfabeta.
Online Module
Ndirangu, C.W. 2007. Teaching Methodology. African Virtual University.
Retrieved from
https://oer.avu.org/bitstream/handle/123456789/74/Teaching%2520Meth
odology.pdf%3Fsequence%3D1&sa=U&ved=0ahUKEwjs2KP
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9oJ7VAhVFGZQKHXT9A6EQFgghMAA&usg=AFQjCNE_3hpa_
5Hu1RKLAyYSsLPULCZlAA (accesed 19th June 2017)
Websites:
Blog http://www.edutopia.org/blog/let-it-marinate-reflection-closing-joshua-block
(viewed 11thNovember 2016)
Blog http://sites.google.com/site/tohathea/rpp (viewed 28thNovember 2016)
Blog http://en.m.wikipedia.org/wiki/mastery_learning (viewed 11th January
2017)
Blog http://theangel99.wordpress.com/2012/07/10/proposal-classroom-action-
research/ (viewed 15th January 2017)
Blog http://salamku7.blogspot.co.id/2010/04/classroom-action-
research_15.html?m=1 (viewed 15th January 2017)
Blog https://www.edutopia.org/blog/8-minutes-that-matter-most-brian-sztabnik
(viewed 22nd January 2017)
Blog https://classroom-corner.blogspot.co.id/2011/10/apperception-taking-off-
before-starting.html?m=1 (viewed 17th June 2017)
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Aplonia N. Ke Lomi Thesis

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THE EFFECTIVENESS OF USING OPENING LESSON TECHNIQUES

OF EFL CLASS FOR THE IMPROVEMENT OF MASTERY LEARNING

OF THE SECOND GRADE STUDENTS OF SMP NEGERI 13 KUPANG IN

ACADEMIC YEAR 2016/2017

PRESENTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS

ENGLISH STUDY PROGRAM

reference is made in the text of the thesis.

Aplonia Nelci Ke Lomi

Reg. No. 1301021006

First Supervisor Second Supervisor

Dr.Clemens Kolo, MAT Drs. Jhon Bhae,M.Ed

The Head of English Study Program

Drs. Alexander H. Kabelen, MA

“THE EFFECTIVENESS OF USING OPENING LESSON TECHNIQUES

The board of examiners:

1. Prof. Drs. Josua Bire, MA, M.Ed, Ph.D

2. Santri E.P.Djahimo, S.Pd.,M.App.Ling.,Ph.D.

3. Drs. . Jhon Bhae, M.Ed

The Head of The Head of

Drs. Labu Djuli, M. Hum Drs. Alexander H. Kabelen, MA

CHRIST WHO STRENGTHENS ME

 JESUS CHRIST WHO ALWAYS BLESSING ME

Kupang, June 2017

Aplonia Nelci Ke Lomi

No. Reg. 1301021006

THE EFFECTIVENESS OF USING OPENING LESSON TECHNIQUES

APLONIA NELCI KE LOMI

Keywords: Opening Lesson Techniques, Mastery Learning

1.1. Background ......................................................................... 1

1.2. Research Problems................................................................ 3

1.3. The Aims and Benefits.......................................................... 4

1.4. Scope of Writing ................................................................... 5

1.5. Definitions of Terms ................................................ ........ 5

1.6. Material Organization ......................................................... 5

Chapter II Review of Literature ................................................... 7

2.1. Definition of Opening Lesson .............................................. 7

2.1. The Purpose of Opening Lesson .......................................... 7

2.3. Principles of Opening Lesson............................................... 9

2.4. Components of Opening Lesson........................................... 10

2.5. Steps of Opening Lesson...................................................... 15

Chapter III Research Methodology ............................................. 20

3.1. Method of Research............................................................ 20

3.2. Research Site......................................................................... 20

3.3. Research Procedure.............................................................. 20

3.5. Data Analysis Technique...................................................... 23

Chapter IV Findings and Discussion ........................................... 25

4.1. Research Location ............................................................... 25

Chapter V Conclusions and Suggestions...................................... 59

LIST OF TABLES AND FIGURES

Table 2: Students’ Participation Degree

Table 3: Level of Students’ Participation (Cycle I)

Table 4: Students’ Categorization (Cycle I)

Table 5 : The Result of Cycle I

Table 6: Students’ Sentences in Simple Past Tense

Table 7: Students’ Participation Degree (Cycle II)

Table 8: Level of Students’ Participation (Cycle II)

Table 9: Level of Students’ Participation (Cycle II)

Table 10: The Result of Cycle II

Figures 1: Formula of Simple Past Tense (Verbal Sentences)

Figure 2: Formula of Simple Past Tense (Nominal Sentences)

Figure 3: The Development of Students’ Mastery Learning Graph

Figure 4: The Average of Students' Participation Degree Graph

Education as the media of gaining knowledge of human being is very