his talk be more effective and efficient by avoiding unimportant question, so the teacher can interact with the students effectively.
2.2.2.2 Basic and Advanced Questioning
As Turney et al. explains which is cited by Widyaningsih 2007: 36, there are
nine components of the skills of the questionings. They are:
1 Structuring
It is possible for the teacher to structure the discussion during the lesson by giving specific information relevant to the task either immediately
before or after a series of questions. 2
Phrasing – Clarity and Brevity The questions should be phrased in words that are appropriate to the level
of the development of the students in order to facilitate the students‘ responses.
3 Re-directing
It is used to maintain attention to one question and to invite several students to respond. Having posed a question for the whole class the
teacher may select students to respond in turn by naming them verbal re- direction or by pointing, nodding or smiling gestural re-directing.
4 Distributing
To make all the students are encouraged to feel responsible for forming answers the questions should be directed, as general rule, to the whole
class.
5 Pausing
The teacher should pause for a few seconds after asking questions of the whole group and before requesting a particular child to respond.
6 Reacting
The teacher enthusiasm and warmth in reacting to the students‘ answer will often be an important determinant both of that students‘ further
participation in the lesson and the participation of other students. 7
Prompting By rephrasing the same questions in a parallel fashion, the teacher may
help the students to avoid difficult words, and thus complete the task successfully. The students are also possible to be assisted with simpler
questions relevant to the original task. 8
Changing the level of Cognitive Demand As well preparing key questions which vary the level of cognitive demand,
teachers may also find it easier to ask higher order questions when they have source materials such as graphs, document and apparatus of various
kinds to which students are able to refer in answering these questions. As I assume that, the points above are quite simple. Since they show how
the teacher should behave in the classroom during the teaching process. The points also do not consist of complicated things, yet they are quite practical to be
applied in the classroom and to improve teacher talk. The importance of the components of the questioning to be informed to the
teacher during the research is to help the teacher constructs a question and how to
deliver it to the students so that the teacher can get the expected answer. The components also mention about how to react to the students respond, so the
teacher will know how to behave when she does not get the expected answer, weather she has to rephrase the question, pausing for a while or prompting etc.
By applying those components to the classroom, it is expected that interactive situation in the classroom realize.
2.2.3 Giving Information
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