2.8.5 Introductory Procedure and Closure
Introductory procedure and closure encompass skills from opening to closing teaching learning encounter; those skill components are in the form of
individuals and small group but also larger classes. They require some mastery of basic skills, such as reinforcement, questioning, explaining and variability.
Introductory procedure and closure are not only about routine matters in teaching learning process but also about how the teacher gains the students’
attention, about how to motivate them and how heshe initiates the lesson through interaction in classroom discourse, structures and consolidates students thinking
and learning Turney et al. 1983 : 73. The activities take place in the teaching learning process must be integrated with the body of lesson in the beginning in
order to form a smooth flowing sequence overall. To form it there must be learning experiences. There must be sustained learning experiences of the students
from previous, present and forthcoming. Dealing with introductory procedure and closure Turney et al. 1981 state
about the objective of them, namely: a.
to get students ready to follow the lesson by gaining their attention and arousing motivation;
b. to prepare the students for learning by stating the goals, ways to proceed, and
content for the lesson; c.
to establish links between students’ prior experience and what is introduce during the lesson as or unfamiliar;
d. to assist the students consolidate important skills and ideas covered in
teaching learning activities; e.
to assess the immediate effective uses of the lesson especially for planned aims and outcomes.
In addition, they suggest the skills introductory procedure and closure have the following components, such as gaining attention; developing motivation;
structuring, making links, reviewing and evaluating. To make the six components above clear it is useful to unfold them as follows.
2.8.5. 1 Gaining attention
To create the smooth flow of communication events in the classroom discourse it is very important to gain students attention. In this situation the
member of the classroom, that is teacher and students interact each other based on conventionalized patterns either socially or academically, take turn to produce
their utterances. They know when and how to interact. Communication breakdown will occur when they break the convention, lack vocabulary and
strategies competence as strategies competence is an ability to solve communication breakdown throughout questioning, coordinating, consulting
dictionaries, asking for help, etc. What will happen if the students are noisy and busy doing other things while the teacher is explaining? The class disaster will
really happen. What will we do as teachers? We, teachers must have various ways of gaining the students attention, stimulating their interest, which can be adopted
from Turney et al. 1983: 73, such as 1
teacher variations of gesture or position, eye contact and voice use of pauses or clear focusing comments. Those items are how to attract attention and
stimulate students’ interest. 2
using singly or in combination of various ways of communication, broadly classified into visual; aural; and tactile, providing an initial stimulus, which is
able to gain attention, so arouse curiosity and load to think and learn. Audio visual aids provide a concrete basis for conceptual thought that can generate
interest.
3 changing in the pattern of teacher-students interaction or various activities,
maintaining attention, helping shape study habits and attitude, and ability to limit the incident of management problems.
2.8.5. 2 Encouraging motivation
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