Main Article Content
This study is on analysis of teacherâ€™s questioning and studentsâ€™ critical thinking in English classroom. This study aimed to answer: (1) what are the types of teachersâ€™ 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 teacherâ€™s questioning in the classroom that could facilitate studentâ€™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 teacherâ€™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 questionâ€™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 teacherâ€™s questioning could not facilitate students to think critically as shown by the data analysis above.Keywords: Teacherâ€™s questions, Critical thinking, Lower-cognitive questions, Higher-cognitive questions.
How to Cite
Katemba, C. V., & Marie, A. (2016). Analysis of Teacherâ€™s Questioning and Studentsâ€™ Critical Thinking in English Classroom. Journal of International Scholars Conference - EDUCATION/SOCIAL SCIENCES, 1(2), 23-33. Retrieved from https://jurnal.unai.edu/index.php/jiscedu/article/view/277