learning will never be accomplished. Consequently, to make the students and classroom interactions active will never be reality. In this way to create a good
question is a must. A good question helps the students to be easy to think about the topic systematically. A good question does not only emphasize the students
understanding of the material to take part actively but also encourages the student to take part actively and stimulates their thinking process for the language and
cognitive development according to the expected objectives. In accordance with a good question mentioned above Turney et al. 1983:
14 propose components of skill of questioning namely: 1 re-directing, 2 focus on single task, 3 pausing, 4 random distribution and prompting.
2.8.3 Advanced Questioning
Besides basic questioning, a teacher should have other skill that is advance questioning. Concerning advance questioning, Zahorik 1980 in Turney et al.
1983: 119 claim that higher ordered questioning is an important means of developing students thinking process.
In addition, there is close relationship between the level of the students’ contribution making responses and question in the class discussion and kinds of
cognitive demands made by the teachers’ questions will increase their thinking process. It was proved by the study of the linguists, such as Gallagher 1965,
Ballack et al. 1996, Toba 1966, Hudgins and Ahlbrand 1969, Davidson 1970, Murray and Williams 1970, Williams 1970, Wood 1970 and Me
Keown 1974 in Turney et al. 1983 as they found out the cognitive level of questions faced by them in the classroom affect the students attitude. The
student’s achievement may also be affected by advanced questions or higher ordered cognitive questions Galguera Thomas 2003.
These higher ordered cognitive questions are only given to the student depending on hisher age, high ability of the students. If it is given to the student
with low – ability it will discourage herhim to reach the target language so teacher must know to whom heshe will give this question. To give higher-level
questions appropriately to students will encourage them to expand their knowledge throughout their comments. In this way, the teacher does not always
occupy the central role. Heshe will share the role to high ability of the students if the classroom has.
2.8.4 Explaining
Explaining is one of the activities, which happens in classroom discourse. It also belongs to important teachers talk in the classroom discourse. Through
explaining that takes place in the classroom discourse, the teacher helps the students see the connection between things, make links between something known
and unknown and mediate gaps between students’ previous knowledge and the new one. Good explaining is also called teachers scaffolding talk for it assists the
students achieve a new knowledge or a target language being learned or complete the task given.
Gage in Turney et al. 1993:14 state that the ability of explaining include clarity of language apt, the use of instances and, logical organization. It is very
important that one teacher to another teacher are various in explaining to their students for effective teaching.
The explanation is effective if it promotes the students understanding
throughout coherent structure, student’s capacity in accepting a well-constructed explanation and teacher skill. Explaining is not only a matter of providing a
description of the lesson to the students but also providing reason and making link as Hogg and Foster 1973:189 in Turney et al. 1983 : 15 state that explaining as
one way teacher tells students something. Further, they also say that the teacher organizes lesson content in a planned and controlled sequence.
Concerning explaining Hyman 1968 in Turney et al. 1983: 16 say, that explaining can be found in classroom interchanges and the adequate ability of
explaining is crucial to effective interpersonal relationship between teacher and student. In the classroom discourse, explaining is one of the important procedures
to bridge the students to accomplish the target language or desired expression. In other words, a teacher must have skill of explaining either in actual classroom or
in teacher – student’s interaction. Additionally, if the students do not understand what the teacher explains, it
means the purpose of explanation can not be conveyed to the students well Thyne 1966, in Turney et al. 1983. The teacher can not construe hisher topic to
the student well since the success of explanation depends on the level of students understanding. The level of students understanding is the ability of the students to
connect the evidence. In line with explaining Soltis 1968 in Turney et al. 1983 : 20 say that
there are three subjective conditions pertinent to explaining, namely: 1 the explanation must be relevant, it means that the explanation must be interesting and
useful for the students, 2 the explanation must be adequate; directly related to the students’ stage of cognitive development in order that the power of reasoning
is enough to fill the gaps and make connections, and 3 the explanation must be relevant and adequate; it will be more readily accepted by the students if it is
compatible with students’ existing belief. Dealing with teachers scaffolding talks strategy specific techniques of
person behavior will make explanation successful. To be able to reach the success of presenting explanation a teacher must master raising key elements such as
promoting clarity, giving examples, forming connection, making emphasis, and monitoring the students’ responses. Turney et al. 1983: 39.
To clarify the items above the following are detail explanation of these skills. Turney et al. 1983 purpose that a the raising of key questions has three
important functions, that is 1 at the out set teacher and students must agree on the general questions which focus on the explanation throughout a clear sense of
purpose and share frame of reference, 2 while the explanation unfold the teacher will raise subsidiary key questions that help guidance and sequence the
explanation, promote the involvement of the student, stimulate student thinking and development of understanding about examples, generalization and their
interconnections, and 3 during the explanation and or its close teacher will raise the questions as means of appraising the students. Comprehension or monitoring
feedback. Because of raising key questions is very important, teachers should plan, create and sequence them in advance in order to attract the student’s
attention through out prompting, phrasing and pausing. Consequently, the students
will listen well, focus on thinking and at last, they can answer correctly. b promoting clarity means that the teacher can explain clearly to the students though
explaining is rare in the form of monolog. In order that the teachers will be successful in explaining to the students, they should be able to select the simpler
utterances to make the students easy to understand. In other words, its success in terms of students’ understanding depends on large measurements on clearness of
the teachers simpler utterances. There are three features of the component of promoting clarity, namely: speaking fluently, using explicit language, and pacing
the presentation. c giving example, teachers should be able to provide the example in order to make the students easy to understand things that are not
familiar with the examples of the familiar ones. It also increases understanding and new learning anchored in knowledge having already been assimilated. In
providing the examples a teacher must give specific, clear, concrete examples and when it is necessary use daily objects or real situations, d forming connection is
maintained by making links between unknown things and known ones, e forming explanations can be maintained by forming connection. It is in the forms
of making links between generalization and the example used and the connection between ideas in the presentation, f the last component of skill of explaining
making emphasis. It means that the teacher must be able to draw attention from the less important information to the important information. There are two main
aspects of making emphasis that is 1 the purposeful variation in voice, gesture and movement by the teacher, and 2 structuring a presentation to point out a
basic direction or conclusion through the use of summary, repetition , paraphrasing, students responses and verbal cueing.
Based on the statements above it can be said that teachers review the previous lesson they had
a in pre teaching episode summary. It has the purpose to refresh the students’ memories and stimulate or recall the previous knowledge
and to prepare new knowledge of the coming lesson whereas in the closing episode the teacher makes
a summary in the teaching learning process which is used to clarify ambiguities that happened. During the presentation episode
teachers may also provide repetition space when there is lot of unfamiliar material things or objects. b paraphrasing student’s responses is type of thought of
accepting and using student’s answers. In this case teacher can use it to conclude and solve it or combine their responses to compare or contrast ideas. c direct
verbal cueing the third way of mailing emphasis. It is realized by verbal markers, such as i words first, second, third, basic, essential, critical, fundamental, main,
important, major, primary, salient, significant, vital and ii phrases and clauses - the first point, we begin with, next we come to; that is the thing to know, don’t
forget that, the important idea, listen carefully to this concept Turney et al. 1983 : 44. d Feedback is used to describe how the teacher monitors the students the
real understanding and compares it with the intention for the explanation Turney et al. 1983: 44. The example of checking students understanding after
explanation: Do you know what I mean? Do you understand what I mean? Can you follow me?
2.8.5 Introductory Procedure and Closure
