Analysis of Teacher’s Questioning and Students’ Critical Thinking in English Classroom

Caroline V Katemba, Aprilia Rose Marie

Abstract


This study is on analysis of teacher’s questioning and students’ critical thinking in English classroom. This study aimed to answer: (1) what are the types of teachers’ questioning, (2&3) how many questions that belongs to the Lower-Cognitive as were as the Higher-Cognitive. (4) It is also examined the analysis of teacher’s questioning in the classroom that could facilitate student’s critical thinking especially in English as a Foreign Language (EFL) Classroom. The study is done through a classroom observation, recording and transcription of the recorded data in six different classes. The teacher’s question were compiled and classified into each levels that belongs to the Lower-Cognitive Questions and Higher-Cognitive Questions. The questions compiled was 202 questions that was related to the lesson. The result showed that (1) mostly, the types of question’s that were asked belongs to knowledge levels (46.53%), (2) 67.3% teachers questioning are under Lower-Cognitive Questions, (3) 32.7% belongs to the Higher-Cognitive Questions, (4) it proved that in this study, the teacher’s questioning could not facilitate students to think critically as shown by the data analysis above.
Keywords: Teacher’s questions, Critical thinking, Lower-cognitive questions, Higher-cognitive questions.

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