Teaching Basic Skills
Ask Skills
In the process of learning to teach teachers generally ask questions to the students of their students. How to be a teacher in question has in the learning achievement of results and increase the students’ way of thinking. How to ask a question that is positive for student learning activities is one thing that is not easy. Therefore a teacher or prospective teachers should try to understand that the skills and ask one of the skills taught.
There are some things that become important reason why this skill is very necessary to ask the teacher owned and teacher candidates, First, most of the teachers to teach using the lecture method, which tends to place the teacher as a source of information, while the students to become passive recipients of information. Both the background of the child in the family and community that are less common to ask questions and issue opinions. Third, the implementation of ideas. Student Active Learning how to present this, the students more actively involved in the process of learning, such as ask, and attempt to find an answer to a problem that faces answers. Fourth, the view that any question about the goal that the only question is used to evaluate students’ progress.
Imron (1995:124), said skills are divided into two, namely to ask the basic skills and skills to go ask. Ask the basic skills have some basic components that need to be applied in all types of submitting a question, while the skills to ask about the continuation of basic skills, ask a business to develop the thinking ability of students, increase participation and encourage students to be able to sendiri.1 initiative) Skills Ask bottom
Skills have to ask a few basic components. Teachers’ understanding of the component and this component is the ability to control important factors in achieving the business goals of the class in question. Component parts are covered:
a) Disclosure questions clearly and short
Usman (2002:77), the questions teachers should be expressed clearly and short, with the use of words that students can understand. Word order in the question need to be adjusted with the age level and development of students. Teachers need to realize that there are differences in vocabulary between the students themselves. Therefore must be arranged so that not until the students can not answer the question because the word does not understand the words used in the question of teachers.
b) The reference
Before submitting a question, sometimes teachers need to provide a reference for questions that contain information relevant to the answers that are expected of students. The provision of reference (structuring) allows students to make and use the information to find answers questions and help direct students still thought to the topic being discussed.
c) Move move
Soetomo (1993:87), that sometimes a question, especially the broad question, can be more than one student, because the answers are often not correct a student or has not been adequate. For this teacher can move the shift using the technique (redirecting) to ask the same question to students of different.
d) The question
Questions have been made of teachers, should be evenly distributed to students, both to students who like to answer questions and to students who do not answer the many questions (Imron, 1995:127). Therefore, teachers should be spread not only to question the students who sit in front, but to the students who sit in the middle and at the back.
e) The time to think
And the question to students, teachers must first provide the opportunity to students to think before one of his students refer to it (Soetomo, 1993:85). Techniques to provide time to think this is necessary so that students get the opportunity to find and prepare answers.
f) The provision of guidance
When a student gives the wrong answer, or can not provide answers, teachers should provide guidance to students is to find the correct answers.
Imron (1995:129), states the guidance can be given by teachers in a way to repeat the questions, re-formulate the question with the other, or with a sentence to simplify the question so that its meaning can be arrested by the students.
2) Ask Information Skills
Advanced skills to ask is to ask a follow-level basic skills. Skills to ask this more advanced ability to think about the development of students, increase student participation and encourage their own initiative. Skills include asking about things – the following:
a) Changing cognitive level in answering questions.
Questions raised teacher can invite the psychology is different. There is a psychological process that requires low, and there are also questions that the psychological process is higher. Therefore, the teacher in question should be can try to change the level of cognitive demand in the questions, the level of a recall of the fact that students have learned, to different cognitive levels of the other higher levels such as the understanding, implementation, analysis, synthesis and evaluation .
b) setting the order in question
Usman (2002:79), to develop the cognitive level of the lower nature to the more complex and high, teachers should set the order in question can be asked to remember the level of student questions and the understanding, implementation, analysis, synthesis, and evaluation. Try not to give a question that is not stabilized or the back – back.
c) Use of tracking question
Questions tracker is a question that is intended to improve the quality of answers given by previous students. Sometimes, when providing answers to questions – questions of teachers, students give answers that are not complete. Therefore, in order to fully answer these questions then the teacher ask the next question is called the tracker. According to Imron (1995:131) mentioned there are seven questions tracking techniques that can be used by teachers, namely:
(1) clarification
(2) Request the students to give reasons
(3) Request of the view
(4) Request of answers
(5) Request the more relevant
(6) Request sample
(7) Request the more complex
d) Increased occurrence of interaction
Usman (2002:79) says that students are more involved and more personal responsibility for the progress and results of the discussions, teachers should reduce or eliminate a central role as asker. For that there are two ways that can be adopted, the first way, the teacher answered the question by preventing a student, but students are given students the opportunity to discuss the short answers with friends nearby. Way to two, if students ask questions, teachers did not immediately answer questions, but bring back a question to the students for discussion. In this way students can students learn how to give a fair comment to question classmates.
