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ANALYSIS OF TEACHERS’ QUESTIONING AND STUDENTS’ CRITICAL THINKING (CT) IN ENGLISH CLASSROOM

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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 teachers’ questioning in the classroom that could facilitate student’s critical thinking especially in English as a Foreign Language (EFL) context Classroom. The study is done through a classroom observation, recording and transcribing of the recorded data in eight 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 612 questions that was related to the lesson. The result showed that (1) the types of question’s that were asked by teachers belongs to Knowledge, Comprehension, Analysis, Synthesis and Evaluation questions (2) 496 of teachers questioning are under Lower-Cognitive Questions, (3) 116 questions belongs to the Higher-Cognitive Questions, (4) it proved that in this study, the teachers’ questioning could not facilitate students to think critically as shown by the data analysis above and in the eight different schools being studied. Keywords: Teacher’s questions, Critical thinking, Lower-cognitive questions, Higher-cognitive questions.