THE QUESTIONING TECHNIQUES USED BY FOREIGN-EDUCATED TEACHER TO PROMOTE CRITICAL THINKING

Abstract

Critical thinking is the cognitive skill that must be achieved by a student in higher education. By having critical thinking, especially in language class, a student must understand the language and the message he is carrying to be communicated eloquently and this will be a good asset for their future, especially in facing the world of work. To develop students' critical thinking, a teacher is required to give them quite complex questions with suitable questioning techniques. Asking appropriate techniques is a good way to trigger critical thinking. This study uses a qualitative approach and focuses on indigenous teachers who are educated abroad as subjects. The teacher was chosen because, based on theory, overseas had felt a better environment of critical thinking. This study aims to determine the types of questions and questioning techniques used by teachers to trigger critical thinking of students. The results showed that teachers used high-level cognitive questions, namely analysis (25, 3%), synthesis (21%) and evaluation (20, 3%). Then the questioning technique used by the teacher is mostly decomposition (25%). It can be concluded that teachers can foster critical thinking of students by providing high-level techniques and questions with high cognitive levels.