33
many as 11 questions. The low-level questions are more to recall the students’ answer and the high level-questions are on the application level.
In the use of the basic basic questioning components, in the first turn, there is 1 structuring, no phrasing, 2 focusing, no re-directing, 19
distributing, 7 pausing, 5 reacting, no prompting and no activity of changing the level of cognitive demand. While in the second turn,
structuring remain the same, still no phrasing, redireng and prompting, 2 focusing, 4 distributing, 7 pausing, 5 reacting and 1 on the activity of
changing the level of the cognitive demand. The possible reason that there is no phrasing, re-directing and prompting is because those activities are
considered difficult for the first participant. Instead of doing those activities the novices tend to repeat the questions or translates into
Indonesian. The decrease number of other components in the second turn because the first participant used most of the time in class for the
explanation activities, and only some simpe questions are posed to the students.
4.1.1 Types of Questions
1 Closed Question
Examples: Which sentences that express making someone do something?
Do you know what the pattern of the expression of making someone to do something is?
The sentence is true or false?
34
The three statements above are the examples of closed questions, because they have limited possible answer. The first
question asks the students to find the sentences from the provided text. It means that the sentences intended by the
teacher are there. The second question asks the pattern of sentences or utterance. There is one pattern for one sentence.
The last one is also a type of a closed question since the answer is true or false, and no other possible answer.
2 Open Question
Example: How are you today?
Who wants to try to answer my question? Who wants to answer number 1?
The first, second and the third questions invite many different answers from the students since each of them give the chance
to the students to answer differently. The first question for example, the students may answer “fine”, “very well”, “OK”,
and so on.
4.1.2 Levels of Questions
1 Low-Level Question
Example: Do you know which sentences that express making someone to do
something? Knowledge question Do you know what the pattern of the expression making someone
to do something is? Knowledge
35
The sentence is true or false? Knowledge The first question asks the students to identify the sentences. The
second question is used for recognizing the pattern of the sentences. The last one is for summarizing.
2 High-Level Question
Example: Why false? Analysis question
And what will you do if you have a problem?synthesis question
You are angry with him and what will you say to ask my suggestion? Synthesis question
What do you suggest me do tonight? Evaluation question The first question asks the students to form conclusion which is
not directly stated in material. The students have to state the reason in their own words. The second and the third questions
ask the students to combine element into a new pattern. The last one asks the students to give a judgement.
4.1.3 Basic Questioning Components
