Teaching Basic Skills
Explaining skills
Explain is to present the information verbally that organized systematically and aims to show the relationship between misaInya or causes and consequences of the known with the unknown, or the law, proposition, definition of applicable public with evidence / examples hours a day (Usman, 2002:88 )
Provide one explanation is a very important aspect of a teacher. Interaction in the classroom tend to be fulfilled by the activities of speech, either by teachers themselves, by teachers and students, between students and with students. In the third pattern of interaction between the teachers usually tend to be dominated discussion. Furthermore, most of the discussion that teachers have a direct influence, for example to provide facts, ideas, opinions, reprimand the students to give reasons for action, and so forth.
Imron (1995:141), have some principles should be to provide a description of:
1) An explanation can be given at the beginning, in the middle or at the end of the day perternuan (subjects) depending on needs. Explanation that can also diselingi interview with
2) An explanation must be relevant to the purpose of lessons.
3) Teachers can provide explanations when students have questions or planned teachers’ previous
4) Explanation of material for students must be meaningful
5) An explanation must be in accordance with the background and skills students
In general component skills component explains the two, and plan to analyze the first and second serves.
1) Analyzing and Planning
In teaching in the classroom teacher must be able to plan and analyze what activities will be conducted in the classroom. Without can analyze and plan, teachers will not be able to perform its duties properly. That need to be analyzed and planned in this case is, first, the message content or materials that are wanted and second, that is the recipient of a student.
Included in the content of messages and materials that would matter is presented as a whole, the elements – elements that would be associated with teachers’ explanation, type – type of relationship between the associated elements.
About dealing with the receipt of the message, the students, should be a difference – the difference in each child will receive a message such as age, gender, ability, social background, talents, interests, and the learning environment of children.
2) presents
An explanation is not good enough just planned, but should also be implemented. Therefore, a good description should be supported also by the practice of a good description too. Some components that can be served to increase clarity for students is as follows:
a) Clarity
So that the correct explanation was given – clearly correct, then the voice of teachers should be clear, the language used does not kink – winding and confusing, using the technical term that is defined clearly, and avoid the expression – the expression of doubts.
b) Use of examples and illustrations
In providing an explanation, you should use an example – an example related to something that can be found by students in the life of a day – day.
c) The pressure
In giving explanations, teachers should focus the students to basic issues and how to solve, and reduce the information that is not so important. In other words, to make it easier to learn, pusatkan attention to the things that’s fundamental problem is discussed and at the same time, reduce the discussion less important.
Hasibuan (2002:71) states, the emphasis can be given in a way: to give voice or mimic pressure, speed of sound, making the structure of course, and tie directly to the destination.
d) Feedback
Usman (2002:90) states that in the present explanation, the teacher should provide the opportunity for students to show understanding or explanation when the doubt is in progress. This can be done with the question and provide the opportunity for students to answer, or the correct behavior and mimic them for an explanation is given.
