T1 112011114 Full text

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TEACHER’S QUESTIONING TECHNIQUE IN DEVELOPING STUDENTS’ CRITICAL THINKING.

THESIS

Submitted in Partial Fulfillment Of the Requirements for the Degree of

Sarjana Pendidikan

Ruth Silke Juwinda FangidaE 112011114

ENGLISH TEACHER EDUCATION PROGRAM

FACULTY OF LANGUAGE AND LITERATURE

SATYA WACANA CHRISTIAN UNIVERSITY

SALATIGA

2015

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TEACHER’S QUESTIONING TECHNIQUE IN DEVELOPING STUDENTS’ CRITICAL THINKING.

THESIS

Submitted in Partial Fulfillment Of the Requirements for the Degree of

Sarjana Pendidikan

Ruth Silke Juwinda FangidaE 112011114

Approved by:

Athriyana Santye Pattiwael, M.Hum Dian Toar Y.G Sumakul,M.A.

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COPYRIGHT STATEMENT

This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this contains no material previously published or written by any other person except where due reference is made in the text.

Copyright@2015. Ruth Silke Juwinda FangidaE and Athriyana Santye Pattiwael, M.Hum.

All rights reserved. No part of this thesis may be reproduced by any means without the permission of at least one of the copyright owners or the English Department, Faculty of Language and Literature, Satya Wacana Christian University, Salatiga.

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PUBLICATION AGREEMENT DECLARATION

As a member of the (SWCU) Satya Wacana Christian University academic community, I verify that:

Name : RUTH SILKE JUWINDA FANGIDAE

Student ID Number : 112011114

Study Program : English Teacher Education Program (ETEP) Faculty : Language and Literature

Kind of Work : Undergraduate Thesis

In developing my knowledge, I agree to provide SWCU with a non-exclusive royalty free right for my intellectual property and the contents therein entitled:

Teacher’s Questioning Technique in Developing Students’ Critical Thinking.

along with any pertinent equipment.

With this non-exclusive royalty free right, SWCU maintains the right to copy, reproduce, print, publish, post, display, incorporate, store in or scan into a retrieval system or database, transmit, broadcast, barter or sell my intellectual property, in whole or in part without my express written permission, as long as my name is still included as the writer.

This declaration is made according to the best of my knowledge. Made in : Salatiga

Date : 25 January 2016 Verified by signee,

Ruth Silke Juwinda FangidaE

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TABLE OF CONTENT

Cover ... .i

Approval Page ... ii

Copyright Statement ... iii

Publication Agreement Declaration ... .iv

Table of Content ... v

List of Table………vi

Thesis Body ABSTRACT ... 1

Key Words ... 1

INTRODUCTION ... 1

LITERATURE REVIEW ... 4

A. Teachers’ Talk...4

B. Types of Teacher’s Question (s)...4

1. The Three Lower Cognitive Questions (LCQ)...5

a. Knowledge question(KNQ)...5

b. Comprehension question (COQ)...5

c. Application question(APQ)...5

2. The Three Higher Cognitive Questions(HCQ)...6

a. Analysis question(ANQ)...6

b. Synthesis question(SYQ)...6

c. Evaluation question(EVQ)...7

C. Critical Thinking (CT)...7

THE STUDY ... .8

A. Context of the Study ... 9

B. Participants of the study ... 9

C. Instruments of Data Collection ... 9

D. Data Collection Procedure ... 10

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FINDINGS AND DISCUSSION ...12

The type of teachers’ question that used to develop students’ critical thinking……...………..…....14

CONCLUSION ...27

ACKNOWLEDGEMENT ...29

REFERENCES ...30

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TEACHER’S QUESTIONING TECHNIQUE IN DEVELOPING STUDENTS’ CRITICAL THINKING.

Abstract

The study concerns on teacher’s questioning technique in developing students’

critical thinking in Cross Culture Understanding (CCU) class in English Language and Literature of Satya Wacana Christian University. The participant is one teacher who is teaching 35 students taking the CCU class. The eight times

observations were done to collect the data which were the teacher’s questions

occurred during the presentation and discussion in CCU class. The data was

analyzed by using a matrix of teacher’s type of questions and categorization of Bloom’s taxonomy- based question framework. The results presented that the six types of question occurred in CCU class. The teacher used Analysis, Evaluation and Knowledge questions in order to foster and activate Critical Thinking. This study is essential for many teachers to keep themselves abreast of questioning skill and make them more aware of the importance of the types of question which

useful to develop students’ critical thinking.

Keywords: Teacher’s question, Bloom’s taxonomy-based question framework, Cross Culture Understanding (CCU) class, Critical Thinking (CT).

Introduction

A crucial ambition of teaching-learning process is to develop and increase

students’ capability to give their perspectives or thoughts critically. Critical thinking is a potential aspect in supporting teaching-learning process; it means that by thinking critically students can reach to higher-order of thinking. The higher-order of thinking is strongly needed to increase students’ logical response or answer. It is also essential to make the students be able to analyze the information or give their opinion systematically.

Moreover, in Cross Culture-Understanding (CCU) class students probably face several unique problems related to their culture or others’ so that trough

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critical thinking students get easier to solve the problems. A group of researcher like Mandernach, Forrest, Babutzke, & Manker (2009) found that critical thinking is enhanced trough instructional strategies that promote active learning. (Bonwell and Eison 1991, as cited in Alexander, Commander, Greenberg, and Ward, 2010)

stipulated that active learning as “anything that involves students in doing things

and thinking about what they are doing” (p.2). Meanwhile, it is not easy for

teacher to facilitate students’ critical thinking without a special technique.

(Walker, 2003, as cited in Alexander, et al., 2010, p.410) emphasizes that active learning techniques like questioning and written assignments lead to critical thinking.

As we know that, getting students to speak –to use the language they are learning- is a vital part of a teacher’s job’’ (Harmer, 2000: 4, cited in Yan, 2006)

if the teacher can dig learners’ ideas by providing two way communication, it causes the learner will come up with interactive communication. But how is the

way to build an active interaction which can develop students’ critical thinking in class? Teacher’s questioning technique is the answer. Questioning ideally used to

stimulate students’ interest and direct their thinking to class’ further discussion.

Furthermore, questioning can be the main transportation from students’

hidden thought to the class environment. Especially, “Higher-order questions are need as powerful instrument for teacher, in the way to stimulate student interest and motivate students to get actively involved, to nurture student insights by exposing relationships, and to stimulate independent pursuit of knowledge in

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Overall, in this study, the researcher focuses on answering a research

question “What type of teacher’s questions does the teacher use to develop students’ critical thinking?”.The objective of this study is to describe types of teacher’s question used by teacher in CCU class to develop students’ critical

thinking.

This study is expected to give theoretical and practical benefits. Theoretically, the result of the study can be used as input in English teaching

process especially about the teacher’s role in class, the result of the study can be

used as the reference for those who want to conduct a research in CCU class and by doing this study readers will know the importance of teacher question to

develop students’ critical thinking.

However, practically for the teacher, this study result can be used as valid sources or reflection for the CCU teacher about her performances in using questioning technique, so that there will be possibility to improve and increase

CCU teacher’s questioning techniques in teaching and help her to identify what type of questions are appropriate to develop students’ critical thinking.

4 Literature Review

Teacher’s Talk

Discussing about classroom discourse it must be a piece of teacher talk.

Teacher’s talk is the language used by the teacher when delivering L2 to learners

in classroom. Teachers talk included in giving feedback, explaining, clarifying, questioning and etc. Teacher’s talk is examine as part of classroom talk and interactions in relation to classroom activities and within two types of participation patterns (Silver,& Kogut,n.d.).

Moreover, a researcher like Nunan (1991) also points out: Teacher’s talk

is a crucial of importance, not only for the management of the classroom but also for the process of acquisition. By using teacher talk the ideas discussed, the information exchanged, and the question answered. In another hand, teachers should use their talk as main point to gain effective teaching and learning process so there will be an interactive teaching-learning process.

Types of Teacher’s Question (s)

In series of study, there has been a developing body of research on the use of

Teachers’ Questions as the techniques to stimulate students’ critical thinking. Questioning is one of the most frequent techniques used by all teachers (Richards & Lockhart, 2000) and serves as the core way in which teachers control the

classroom interaction. Teacher’s question is an instrument to check students’

attention, evaluate their assignments, and also to stimulate the development of their critical thinking.

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Furthermore, the six types of teacher questions are taken from Bloom’s

Taxonomy which based on teacher question framework as cited in a journal

entitled “Fostering Critical Thinking Skills Through The Use Of Bloom’s Taxonomy of Questions in Achievements Test” (Mehr, Ghaemi and Ziyabari,2014), the findings indicated that applying Bloom’s taxonomy plays

crucial role in helping students to think critically and creatively. The taxonomy is highly acknowledged classification system for designing question. It is six cognitive categories described the level of question from lower order included Knowledge, Comprehension and Application to higher order thinking skills included Analysis, Synthesis and Evaluation.

The Three Lower Cognitive Questions (LCQ): Knowledge, Comprehension and Application Questions.

Wilen (1991) points out that classroom teachers often spend much time asking lower level cognitive questions, which concentrate on factual and memorizable information. Based on the theory of the cognitive domain, Low Cognitive Questions are likely to require students to simply recall the prescribed data from memory, concentrating on factual information, and also to grasp the meanings of materials (Bloom et al., 1956; Brualdi, 1998; Bernadowski, 2006; McNeil, 2010).

The first level is Knowledge (KNQ) or memory question which requires

students’ to recall. The students need to upgrade their memory to recall what they

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verbs and words indicated as KNQ : describe, choose, omit, match, where, when and which one.

The second is Comprehension Questions (COQ), which demonstrates understanding of facts and ideas. It means student should use their own words and

show their capability in using their own thought. For instance, “In your own words, tell what is the information included in the instruction?”. There are

questions verbs and words indicated as COQ : In your own words, what does this mean for you, give examples, summarize, translate, etc.

Application Questions (APQ) is third question that ask students to apply known facts, problems, principles, or generalization to solve a problem and to answer the question. For instance, teacher asks students to imagine a certain situation and ask what they would do. There are questions verbs and words categorized as APQ: Apply, demonstrate, complete, illustrate, predict, solve, etc.

The Three Higher Cognitive Questions (HCQ): Analysis, Synthesis and Evaluation Questions.

Based on the group of researcher like Kennedy, Fisher and Ennis (1991), calculate the three highest levels of skills (analysis, synthesis and evaluation) are often representative of critical thinking. Below is the explanation of the highest level of question used.

The forth is Analysis Questions (ANQ). This kind of question is more complex or a higher order of question that demands students to identify reasons

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and comprehend elements of a process, communication, or series of events. For

example, “What is the most interesting part of the news?”. There are several

words and verbs that indicated as ANQ : What assumptions, Identify, What is the function of, What does author believe, State the point of view.

Synthesis Questions (SYQ) is the fifth type, which acquires students to engage in original creative thinking. So students need to explore their innovation to the material and as the development of their creative thinking. For instance, teacher can ask students to change the character of the story that is contrast from the real story. Words and verbs that identified as SYQ : How would you test, propose an alternative, solve the following, arrange, combine, develop, make up, create , formulate, etc.

The last is Evaluation Questions (EVQ) which requires students to determine how closely a concept or ideas is consistent with standard or value. For example, teacher asks students to compare two problems, after examining criticism of the use of hand phone in elementary school students, students should classify several suggestion for problem solving, and then choose which the most effective suggestion and why the students think its effective. Words and verbs that identified as EVQ: Judge, criticize, which is more important, appraise, what solution, evaluate, etc.

Critical Thinking

The development of Critical thinking (CT) has been a focus of every educator at every level of education and become the fundamental goal to be

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achieved. Halpern (1996) defined CT as the use of cognitive skills or strategies to enhance the probability of a desirable outcome. CT also absorbs evaluating reasoning and elements considered in making decisions rationaly. Moreover, CT is an important aspect to create students as rational being which means he/she must be able to process data and think systematically. The ability to analyze, judge and evaluate thinking in order to process the information are known as CT. Futhermore, CT is a higher level of thinking it is run through some different level of advance thinking skills. It looks at how reallity are proven, argument are developed, conclusions are told, not just what the reallities, reasoning or conclusions may be.

Discussing about CT, it has a great connection with question. Critical thinkers raise deep question, gather and assess rational information. Paul and

Elder (2007) confirmed that students think critically when “they are consciously

and deliberately thinking through some dimension of the logic of the discipline

they are studying” (p.2). Maiorana (1992) stated that the goal of critical thinking

is to use questioning teachniques to achieve understanding, evaluate view-points and solve problems. So, asking the right questions is become more crucial to foster critical thinking because good questions provide the occasion for deeper thought.

Afterwards, students need to be exposed by questions as the stimulator for their hidden toughs. For example, instead of teaching the material, teacher could also ask question to get input from the students. Questions should be designed to promote analysis, synthesis, .evaluation of an issues or concept for problem

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solving. When students can solve or give solution for the problem it shows that they already reach higher-order thinking. Although CT exists at every level, higher order thinking occurs at the three top levels. Based on the group of researcher like Kennedy, Fisher and Ennis (1991), calculate the three highest levels of skills (analysis, synthesis and evaluation) can be representative of CT.

RESEARCH METHODOLOGY

Context of the Study

This study was conducted at English Teacher Education Program of Satya Wacana Christian University, especially Cross Culture Understanding (CCU) class in the second semester of 2014/2015. The researcher chooses CCU class was because this class specially discusses about cultural issues, cultural beliefs,

students’ cultural identity and language. It means students should be actively engaged in all class discussions and activities with variant opinion, questions and answers. Moreover, the students need to develop their critical thinking and transfer their thoughts. So, the use of questioning technique and types of question by the teacher will become more crucial and width.

Participants

The participants are one teacher who was teaching 35 students taking the CCU class, English Teacher Education Program of Satya Wacana Christian

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University. The participant was one of four CCU teachers. The CCU class was held from January to 17 of April. The duration of the class was three hours per meeting. The method of sampling was convenient sampling. The students had different cultural background and understanding which can lead issues for classroom discussion. The teacher was an active questionnaire who always use question as instrument of interaction.

Research Instrument

To gather the information from the participants this study employed observations. The researcher used the instrument to make sure the reliability and validity. The observations were done eight times because in the eight meetings, the pattern of questions used by the teacher could be described. Both tape recorder

and hand phone camera were used to record the use of teacher’s questions. The

researcher also used the observation protocol to take notes of frequencies of

teacher’s questions and some essential points about teacher’s questioning

technique.

Data Collection Procedure

The data collection for this study will be divided into seven times for observations. The first step was asking permission from the teacher to do the observation and recording. The researcher explained to the class about the purpose of conducting the study. The researchers seated at the back row and observed the

types of teacher’s questions. The researcher categorized the questions’ type by using Bloom’s taxonomy-based teacher question framework (Mehr, Ghaemi and

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Ziyabari,2014), which included level of thinking, typical verbs used and examples of teacher question. The researcher made some notes to complete the information. An audio recording used to record teaching-learning process.

Data Analysis Procedure

The researcher combined the data from observations and recording to

written text transcription. Then, the researcher calculated the types of teacher’s

question that used in CCU class. The researcher made a matrix to put the questions type and the categorizations. The matrix is used to help the researcher to

classify the answers of teacher’s purpose in giving question related to develop students’ critical thinking.

After that, the researcher analyzed the connection between teacher’s types of question and the purpose behind posting those questions, by using the

categorization of the questions’ type from the matrix. The researcher decided to use Bloom’s taxonomy of question which design by Mehr, Ghaemi and Ziyabari

(2014), because the cognitive domain is crucial as the best-known and largest used paradigm in education to categorize and analyze the types of questions (Bernadowski, 2006). Moreover, after the researcher has grouped the types of

12 Finding and Discussion

From the data analysis, the researcher found the teacher asked totally 150 content-related questions including both lower-cognitive and higher-cognitive levels as well. The table shows that all types of Teacher question do occur in CCU class. Teacher used those questions effectively as a technique that involves

students’ activeness and promotes their Critical Thinking.

The Types of Questions Used by CCU Teacher to Build Students’ Critical Thinking.

N o

Types of Question

Observations Total

1 2 3 4 5 6 7

1. Knowledge Question

3 1 2 - 2 6 3 17

2. Comprehensi on Question

2 1 1 - 3 1 1 9

3. Application Question

1 1 2 - 2 4 1 11

4. Analysis Question

7 1 8 3 13 11 11 54

5. Synthesis Question

4 1 3 - 2 3 1 14

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Table 1: The General Finding of the types of teacher’s question that occurs in CCU class.

Table one shows the total of teacher’s question used in CCU class based

on Mehr, Ghaemi and Ziyabari (2014) categorization of question types developed

on the basis of Bloom’s Taxonomy-based teacher question framework. The table presents that Analysis, Evaluation and Knowledge questions are the most question asked by the teacher out of 150 questions. Analysis questions are the most frequent asked by the teacher in total 54 questions. Evaluation question is the second most frequent posted by the teacher in total 45 questions. Knowledge follows as the most largely asked question by the teacher with 17 questions of usage.

In another hand, Table 1 presents that the frequency of the three major types of questions posted is higher than the other three types of question that are Comprehension, Application and Synthesis questions. Comprehension questions are the lowest used question only 9 of usage. Besides, Application questions also rarely used in class only 11 questions out of 150. The last, teacher asked only 14 Synthesis questions in class. Overall, from the table presentation it can be concluded that teacher asked several question higher than other questions and make a crucial gap.

Question

14 Types of Teacher’s Question Used

1. Knowledge Question

Knowledge question (KNQ) is used in CCU class only to facilitate

students’ background knowledge to be exposed into the lesson or related to

previous material. In CCU class teacher usually post KNQ in the beginning of the class.

Excerpt 1

(Discussing about the basic concept of Identity summarized from Benny Norton 2010)

Teacher : *What is identity? Do you have any identity? Students 1 : *My name..

Teacher : Good, any other idea about identity? Students 2 : My nationality..

Teacher : Do you have any identity? Students 3 : Yes..emm...

Teacher : What is that? Students : My language.

Teacher : Good. So let’s check what the theory says ya.. But before that,

I’m going to show you a text. Read it and try to find what identity means

according to the context of the text. Do you understand?.

Teacher posted KNQ to check students understanding and to make sure that students can grasp the meaning. The question of “What is identity? Do you

have any identity?” in the excerpt is identified as KNQ since the question drawing out factual answers and has the characteristics of KNQ based on Bloom’s

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taxonomy- based question framework (as cited in Mehr, et al.,2014). Besides that, by giving this question enable the students to connect real life experiences. The

question “What is identity?” asked by the teacher, because the teacher wants to

know students background opinion about identity. After that, the teacher ask for

more factual question “Do you have any identity?” at this time, students give responses like “My name, my nationality, and my language” which show their

more personalize answer.

Excerpt 2

Teacher : *Now, we are coming to the types of identity. The first is Factual identity. Factual identity relates to how an individual identity is defined by national and legal document. So who you are by legal document. So, by factual identity you are registered by national and legal document. *The key words of factual identity are national and legal document. Now, where can you find your factual identity? What is the example of factual identity?

Students : *We find in KTP. Teacher : *What is KTP?

Students 1 : Kartu Tanda Penduduk..ehh.. ID card. Teacher : What else?

Students 2 : Birth certificate, passport... Teacher : Good. Anything else?

Students3 : Family card..Kartu keluarga..

Teacher : Yes it is Kartu Keluarga but, I’m not sure the correct translation is family card.

Excerpts 2, the teacher used that question to obtain students’

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italic paragraph, it can be seen that teacher has delivered the information about

“Factual Identity” then the teacher emphasized the characteristics of Factual

Identity “The key words of factual identity are national and legal document”. The

Teacher is not give full explanation about Factual Identity with several examples but the teacher continues to ask students to complete the information. Through the

questions of “Now, where can you find your factual identity? What is the example of factual identity?” again teacher requires the students to recall their memory

about the delivered material. The students give respond “We find in KTP (Id

card), Birth certificate, passport, Family card” before they come up with those

answer they should recall the characteristics of Factual Identity and this process

requires them to recognize the types of “National and Legal document”

mentioned. Overall, from this excerpt we can categorize that when teacher asks recalling information and fact, it can be labeled as KNQ.

2. Comprehension Question

Comprehension question (COQ) is the lowest level of question because it simply checking students understanding by using their own words. This question

is needed to take what one has learned and interprets it into one’s own words.

Excerpt 3

(Cultural Narrative-My Bilingual Identity- Group Presentation material and poem)

Presentation Group-5 : A Confused Frog

Group 5 deliver their presentation about “A Confused Frog” a poem that

reflect them as multilingual person. After the presentation, the teacher asks some question one of them is COQ.

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Teacher : *You said that you are afraid with the sand. What is the message? Student : *It just to make the poem a little bit sweet or dramatic but the meaning is the same. We are afraid to stand to communicate with the foreigner. We think our language is not very good and lack of vocabulary.

The COQ is rarely used in class because this question only accommodates

students’ ability to paraphrase information. Meanwhile, in CCU class teacher needs to widen students’ perspective critically and not only ask them to convey the meaning. By looking at excerpt 3, “You said that you are afraid with the sand.

What is the message?” this question is categorized as COQ because the teacher ask “the message” that the student means from the poem, as can be seen that the

teacher wants to know how far their interpretation of the poem. From the students' answers, we can see that they have their own sense about the messages’ content that are on their poem. Moreover, it can be concluded that the teacher wants to make sure that the students are able to understand the meaning of their poem context, and it is categorized as a COQ.

Excerpt 4

Teacher : *You need to revisit. You know revisit? “Tinjau

lagi” (translating into Bahasa)

Student 1 : *Revisit means as a human we need our principle. Student 2 : *To know something more because sometime

when we stereotype something there is something

that try to believe that’s true about learning

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Excerpt 4 shows an example of COQ on the basis of Bloom’s Taxonomy -based teacher question framework. It can be analyzed that this question requires students to translate the meaning. Referring to the question “You need to revisit. You know revisit? Tinjau lagi” the teacher asks students to rephaprase the

meaning. According to students, “Revisit means as a human we need our principle” and ‘To know something more because sometime when we stereotype

something there is something that try to believe that’s true about learning experience” both students give different perspective because they are trying to

interpret using their own words. Moreover, the telling opinion process using their own words identical with the characteristics of COQ to force students to do the paraphrasing even though both answer are not true.

3. Application Question

The follower is Application question (APQ), CCU teacher usually use demonstration of something, for example with pictures of two aquariums and fishes, the teacher asks the students to illustrate their self as fish as the analogy to

describe the representative of students in a new culture context. Based on Bloom’s

Taxonomy-based teacher question framework (cited in Mehr, et al.,2014) emphasized that APQ is need to make students use learned material in the new and concentrate situation.

Excerpt 5

(The teacher uses an analogy of two aquarium balls and a jumping fish to represent students and their intercultural- Stereotying and Otherization)

Teacher : *Imagine yourself as the fish, what make you jump from your old aquarium?

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Student 1 : Pop culture” (answering but seems a little bit hesitant)

Teacher : *Sorry...you are simply the fish. What makes you jump? (Confirming students role as a fish)

Student 2 : To understand about the other’s culture?

Teacher : You are simply a fish... (Repeating and pointing to the picture) Student 3 : *May be the fish is not comfortable.

Teacher : *Yes it could be the reason for that fish to understand that each aquarium has different characteristics. They have different temperature, the first aquarium has different water clarity, spaces...

Moreover, teacher asked APQ to make students easier to grasp the material, by illustrating their self in real context, than teacher can drive students to deeper understanding. For example, teacher delivers the topic about “Otherization” which is not familiar to them so the teacher gives a picture of two balls aquarium with fishes inside. The Teacher asks students to apply them self as a fish in the ball

aquarium “Imagine that you are the fish..”. After that the teacher asks the students to find the reason behind the jumping fish “What makes you jump from your old aquarium” by this way students can apply them self as a fish and requires them to

adapt in the set situation (environment in the ball aquarium).

Furthermore, student 1 gives responds “Pop culture” but this is not the expected answer. Than the teacher repeats the instruction, “Sorry...you are simply the fish. What makes you jump?” another students says “To understand about the other’s culture?” but this not the answer because both students can’t apply them self as the fish. Student 3, “May be the fish is not comfortable” and this answer

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the answer the student should apply a concept of fish behavior in an aquarium so he can understand the reason of the jumping fish. Those processes are identified

as APQ on the basis of Bloom’s Taxonomy-based teacher question framework (as cited in Mehr, et al.,2014), where the students are put in certain situation( as a jumping fish from the aquarium) and they are asked to apply their self in that situation to apply known facts, problem, principles, theories, concepts, rules or generalization to solve a problem.

4. Analysis Question

This Analysis Question (ANQ) is needed because according to Bloom’s

Taxonomy-based teacher question framework (as cited in Mehr, et al.,2014) it requires student to identify reasons and comprehend elements of a process, communication, or series of events and analyze the available information into conclusion and breaking down into parts or forms .

Excerpt 7

Teacher : *What are the characteristics of Politicians?

Student : *They are selfish especially in Indonesia because they want to put all their needs at the top and become the center of all people attention, they are greedy for example they have done so many negative things for example corruption, confidence because they can influence others to choose them...

The Excerpt 7 presents a question and answer between student and

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Politicians?” is indicated as ANQ since the teacher asked for the characteristics of specific group of people. When the teacher ask for characteristics it means the students are required to make a categorization of people characters in the context of politicians. There are some characteristics and students should break down it from two sides that are from negative, positive sides and need to think critically.

The student not only know who the politicians’ are but, the student relates to some issues that attached in politicians’ life so the process of deciding, analyzing,

breaking down information in a group of categorization are very closed to ANQ.

Moreover, from the student’s answer it can be seen that the student is successfully stimulated by ANQ, “they are greedy for example they have done so many negative things for example corruption” this is the categorization of

negative character of politicians. Moreover, “confidence because they can

influence others to choose them...” is identified as positive character of politicians.

The student also gives the supporting issue which can demonstrate the answer.

Excerpt 8

(Discussing about Stereotyping)

Teacher : *Are there any benefits that people stereotype? Students : Yes..

Teacher : *What are they?

Student 1 : *To warn us in danger..

Teacher : *Exactly. Maybe it is not danger but trouble or lost. Student 2 : *To be able to adapt to a certain situation..

Student 3 : *To learn other culture, for example Chinese people are

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Student 4 : *To know their Like and Dislike..

Teacher : “Good. Stereotype will facilitate you when you want to

adapt.”

Based on the excerpt 8 it can be seen that teacher are successfully

stimulate students to analyze the benefits of Stereotyping. Trough “Are there any benefits that people stereotype?” the question can lead students to analyze some

benefits that they get from Stereotyping. Than student 1, only says “ Yes..” but the

teacher expects the student to give more answer than the teacher asks “What are they?” by this question teacher expects students to give rich answer. Therefore,

before answering the question students need to classify between disadvantages and advantages of stereotyping, the process of classifying is still categorized as ANQ. There is more than one student who participates and gives their answers.

Take as an example student 3 answers “To learn other culture, for example

Chinese people are diligent. Why don’t we do like them?.” At this occasion

student 3 has give complete answer, “To learn other culture” this is the aim of stereotyping, than the student continues to give example “for example Chinese people are diligent” the students takes example of Chinese people and gives

suggestion “Why don’t we do like them?”. From the answer teacher expectation

can be fulfilled. Overall, students can analyze reason of the benefits of Stereotyping and this process can be labeled as ANQ.

5. Synthesis Question

The second is Synthesis question (SYQ) the finding presents that SYQ is ideally used to forming a new whole from what have not stated before. This type

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of question is important because in CCU students should deal with some problems that force them to see in different perspective creatively then stimulating students with this question is recommended.

Excerpt 9

(Group Presentation – Poem- My Billingual Indentity)

Teacher : *What is the connection between Subali and Sukriyo and the enemy and the battle, how would you relate it to the fact that you are multilingualism?

Student : *Ah..Okay. We interpreted that Subali as our mother tongue as Javanese language and Sugiyo as English so it is the foreign language that we use. In the end, Subali lost and Sugiyo is won. It just likes our mother tongue. Nowadays, we tend to speak English in our daily life. It is because we are here in FLL, we use English a lot and tend to forget our mother tongue.

Excerpt 9 shows a question-answer chain between teacher and students

during the presentation. The teacher asks student “What is the connection between

Subali and Sukriyo and the enemy and the battle, how would you relate it to the fact that you are multilingualism?”. The teacher expects students to explain the connection between each of the characters and also event in the story it means students are required to activate imaginative and critical thinking to relate the

connection of those characters and “how would you relate it to the fact that you

are multilingualism?” is the follower question which requires student to enter

deeper thinking.

Moreover, they should explain how the story and the fact as multilingual persons can fit each other. Before give the answer, the student needs to put the

24

information together that requires original thinking (by their own interpretation), combine the unstated elements (the connection between the story characters, the plot and the fact as multilingual person) and the last the students should express the opinion to perform imaginative and creative thinking.

Furthermore, the process when students can imaginatively see more than one side of a problem between a traditional story and their position as multilingual person it is shows that they have fulfilled the question requirement. It could be identified by seeing students respond (star sign). The students read the story, and then find the similarity between their condition and the story plot. After that, they placed the story conflict to be interpreted as their dilemma as multilingual person.

However, the students’ answer can support the teacher’s question as SYQ since

their answer can included imaginative, creative and original thinking as the categorization of SYQ which showed on the basis of Bloom’s Taxonomy-based teacher question framework (Mehr, et al.,2014).

Excerpt 10

(Group 2 presentation about Sujata Bhatt- Search for My Tongue) Teacher : *Any other possible content?. Yes..Hana?

Student 1 : *The poem shows about the women who don’t want to lose her identity.

Student 2 : *The factor that give impact to the lost of her first language..

Teacher : Okay, so reasons or factors that leads to her losing of her first language which is no supporting environment, no speaker, and no communication of Gujarati...

25

Excerpt 10 illustrates another example of SYQ based Bloom’s taxonomy

-based teacher question framework (Mehr, et al.,2014). The question of “Any other possible content?” The teacher seems to apply the basic characteristics of SYQ which is to stimulate students thinking based on unstated idea that requires student to build their creative and critical thinking. Therefore, by seeing another content of the poem from different perspective, the students are encouraged to analyze the idioms in the poem that related to a new content. In another words, they need their critical thinking to find the relation. Student 1 posts answer that

“The poem shows about the women who don’t want to lost her identity” but

student 2 says that the poem content is about “The factor that give impact to the

lost of her first language” from both answer it can be seen that each students has

different point of view as the result from their interpretation so the answers become variant. Overall, the process of finding, relating and combining the idea in new content of the poem is identified as SYQ.

6. Evaluation Question

The last is Evaluation question (EVQ) which requires students’ judgment

to a concept or ideas is consistent with standard or set criteria. From the finding it can be said that EVQ was used fantastically after ANQ. Teacher posted EVQ

almost in all class discussion because it has enormous benefits to build students’

26 Excerpt 11

(Group 5 presentation – Cultural Narrative – My Bilingual Identity)

Teacher : *So you take the decision to take control over the language?

Student : *Yes, of course Ma’am. Because before this is the Javanese line, we are confusing about how we use the language, what is better English or Javanese and this what will control us and after our thinking we find that we need to decide and control the language by our self.”

Excerpt 11 shows an example based Bloom’s taxonomy-based teacher question framework (Mehr, et al.,2014) Evaluation question ( EVQ) of types

category. The question of “So you take the decision to take control over the language?” is categorized as an EVQ since the question has the important

characteristics of this question types that is to make the students make judgment

between the define criteria. When the teacher asks “So you take the decision to take control over the language?” the teacher expects the students to explain how

they come to take the decision to take control over the language.

Therefore, the students should make the judgment toward their decision;

the student’s judgment can be seen from students’ answer like the Italic sentence

that says students need to decide which one is better from the two languages. The students are required to judge these two qualities of language and express their reasons of choosing the better one. Therefore, it strongly identical with EVQ, this question is needed for a logical format to facilitate a series of reasoning so that they could prompt the development of Critical thinking. Furthermore, they find the solution to handle their confusion by deciding their control. When the students

27

can justify solutions and see the quality or something it shows that they are using their critical thinking.

Conclusion and Pedagogical Implication

The study was conducted with the goal in examining the types of teacher’s question used by teacher in developing students’ CT in CCU class. The study

found that the six types of teacher question according to Mehr, Ghaemi and Ziyabari (2014) categorization of question types which developed on the basis of

Bloom’s Taxonomy-based teacher question framework do occur in CCU teaching-learning process. The study presents that the teacher asked 150 content-related questions including both lower-cognitive and higher-cognitive levels. They are divided into two groups LCQ included Knowledge question, Comprehension question and Application question and HCQ contained Analysis question, Synthesis question and Evaluation question. It is considered beneficial to use question technique which moves from recall of information to the more complex skill of cognitive judgment, reasoning, analyzing and critical thinking.

According to the findings, the teacher may need to prepare questions before sending the material. By that way, teacher can set a promotional question that can increase her teaching ability. The teacher is good enough in using the types of question in the context of the material being taught and can stimulate students' critical thinking by using questions. But teacher is advised to increase

the use of HCQ. In addition, having the aim to improve students’ CT, the teacher

need to keep students as active questioner because if students ask a lot it will be more participation as the objectives of teachers use questions.

28

The limitation of this study is because this study only focuses on the teacher as questioner and how she uses the types of question in developing

students’ CT so the discussion is become not very deep. Consequently, the future

research needs to be conducted to explore the relation between teachers’ questioning technique and the reason behind delivering each type of questions and

also it is important to accommodate students’ perception toward the use of

29

ACKNOWLEDMENT

A great praise and worship to my Almighty God for His blessings, guidance, Love and wisdom that has given to my life unconditionally.

I would like to express my deepest gratitude and appreciation to some wonderful people who have became my supporters because without them I am nothing.

Thank you so much for my Super hero MAMA..Your Love is the secret which strengthening me. Thanks a lot for Papa who has given me every best thing that I want. Ka’Jibby, Cika, Ega, Mama Julietha, Ka Ginanjar, Mira,

Wasty,Femmy, Yoan, Ka Haryati’s family, Mama Vince’s family and for all my

dearest tutorial students you all are my best factor who have shared your energy, time, love, advises and motivations to help me complete my thesis. The last but not least, my deepest appreciation for Athriyana Santye Pattiwael, M.Hum(Supervisor) and Dian Toar Y.G Sumakul,M.A.(second reader) both of you have fulfilled me with your knowledge and ideas which help me to finish my thesis.

30 References:

Alexander E M.,Commander, N., Greenberg, D., & Ward,T (2010).Using the Four-Questions Technique to Enhance Critical Thinking in Online Discussions. MERLOT Journal of Online Learning and Teaching,6,409-415.

Behnam,B (2009). Classroom Discourse : Analyzing Teacher/Learner Interaction in Iranian EFL Task-Based Classrooms.Islamic Azad Univeristy:Tabriz Branch. 117-132.

Bloom, B. S. (1956). Taxonomy of educational objectives, handbook I: Cognitive domain. New York: David Mckay.41(4),212-218.

Bloom, B. S., Englehart, M. D., Furst, E. J., Will, W. A., & Krathwohl, D. R.(1956).Taxonomy of Educational Objectives: The Classification of Educational Goals, Handbook: Cognitive Domain. New York: David McKay.

Bernadowski, C. C. (2006). The Effects of Middle School Social Studies Teachers'Questioning Patterns on Learners' Outcomes. Unpublished Doctoral Dissertation,University of Pittsburgh.

Brown, H.D (2001). Teaching by principles (2nd Ed.)London:Longman.1(3),205 218. Byrnes, James P. Cognitive Development and Learning In Instructional Contexts,2d ed.

Allyn and Bacon: Boston, 2001, p. 80.

Chang, D. (1999). Classroom as discourse communities, Retrieved on September 20, 2014, from www.teachers.net/gazette/Jul02/change.html.

Cotton,K.(1988).Classroom Questioning. North West Regional Educational Laboratory. Clasen, D. R. & Bonk, C. (1990). Teachers tackle thinking. Madison, WI: Madison

Education Extension Program.

Dietz-Uhler, B. & Lanter, J.R. (2009). Using the four-questions technique to enhance learning. Teaching of Psychology, 36, 38-41.

Elder, L. & Paul, R. (Winter, 1997). “Critical thinking: Crucial distinctions for questioning,”Journal of Developmental Education 21(2), p. 34.

Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.

Fisher, A. (2001). Critical Thinking: An Introduction. Cambridge University Press. Glaser, E. M. (1941). An Experiment in the Development of Critical

31

Halpern, D. F. (1996) Thought and Knowledge: An Introduction to Critical Thinking. Mahwah, NJ: L. Erbaum Associates.

Lai, E. R. (2011). Critical thinking: A literature review. Retrieved July 30, 2015 from http://www.pearsonassessments.com/hai/images/tmrs/criticalthinkingreviewfinal. pdf.

Long, M. (1996). The role of the linguistic environment in second language acquisition in Ritchke, W.C. & Bhatia, T.K. (eds.), Handbook of Language Acquisition. Second Language Acquisition (pp. 413-468). New York:Academic Press.

Mandernach, Forrest, Babutzke, & Manker (2009). The role of instructor interactivity in promoting critical thinking in online and face-to-face classrooms. Journal of Online Learning and Teaching, 5(1), 49-62.

Mairona,V.P. (1992). Critical thinking accross the curriculum:Building the Analytical Classroom. Bloomington,IN:Eric Clearinghouse.

Morgan, N., & Saxton, J. (1991). Teaching, Questioning and Learning. New York:Routledge.

R.J.Marzano,D.J.Pickering&J. E.Classroom instruction that works,2001,Alexandria,VA: ASCD.

Richards, J.C. (1998). New Interchange, Book3. Cambridge: Cambridge University Press. Nunan, D. 1991. Language Teaching Methodology. Hemel Hempstead, Herts: Prentice

Hall.

Silver, R. E., & Kogut, G. (n.d.). Peer work and peer talk coding scheme: Language learning in Singapore primary classrooms, v1 (Technical Report). Singapore: Centre for Research in Pedagogy and Practice, National Institute of Education. Vogler, K. (2008). Understanding Questioning Strategies and praticing with a peer can

improve teachers’ questioning skill. ASCD, 65, 1-7.

Wrag,E.C., & Brown, G. (2001). Questioning in the primary school social studies classrom. The Social Studies,92(1), 26-32.

Yan, X. (2006). Teacher talk and EFL in university classrooms. Unpublished master of arts thesis, Chongqing Normal University & Yangtze Normal University, China.

32

APPENDIX

33

OBSERVATION PROTOCOL

Name of course: Cross Culture Understanding Name of instructor:

Class lenght: ...minutes Total number of students:... Class time : 14.00 to 17.00 Date:

Name of researcher: Ruth S FangidaE

No. Teacher Types of Question In-class occurrences %

1. Knowledge question

Remebering or recalling learned material.

 Knows common terms

 Knows specific facts

 Knows methods and procedures

 Knows principles

2. Comprehension question

Understanding or grasping meaning of material.

 Interprets facts and principles

 Interprets charts and graphs

 Translates verbal material to mathematical formulae

 Estimate future consequences implied in data

 Justifies methods and procedures

3. Application question

Using learned infromation in new situations.

 Applies concepts and principles to new situations

 Applies laws and theories to practical situations

 Solves mathematical problems

34

 Demonstrates correct usage of method or procedures

4. Analysis question

Critically rducing argements to elements to see their relationships, organization and principles.

 Recognizes unstated assumptions

 Recognizes logical fallacies in reasoning

 Distinguishes between facts and inferences

 Evaluates the irrelevancy of data

 Analyses the organizational structures of a work ( art, music, writing)

5. Synthesis question

Forming a new whole from various parts

 Writes a well-organized theme

 Gives a well-organized speech

 Writes a creative short story (or poem, or music, etc.)

 Proposes a plan for an experiment

 Integrates learning from different areas into aplan for solving problem

 Formulates a new schemes for classifying objects (or events, or ideas, etc.)

35

6. Evaluation question

Judging based on defined criteria

 Judges the logical consistency of written material

 Judges the adequency with which conclusions are supported by data

 Judges the value of a work by use of internal criteria

 Judge the value of a work (art, music or writing)

30 References:

Alexander E M.,Commander, N., Greenberg, D., & Ward,T (2010).Using the Four-Questions Technique to Enhance Critical Thinking in Online Discussions. MERLOT Journal of Online Learning and Teaching,6,409-415.

Behnam,B (2009). Classroom Discourse : Analyzing Teacher/Learner Interaction in Iranian EFL Task-Based Classrooms.Islamic Azad Univeristy:Tabriz Branch. 117-132.

Bloom, B. S. (1956). Taxonomy of educational objectives, handbook I: Cognitive domain. New York: David Mckay.41(4),212-218.

Bloom, B. S., Englehart, M. D., Furst, E. J., Will, W. A., & Krathwohl, D. R.(1956).Taxonomy of Educational Objectives: The Classification of Educational Goals, Handbook: Cognitive Domain. New York: David McKay.

Bernadowski, C. C. (2006). The Effects of Middle School Social Studies Teachers'Questioning Patterns on Learners' Outcomes. Unpublished Doctoral Dissertation,University of Pittsburgh.

Brown, H.D (2001). Teaching by principles (2nd Ed.)London:Longman.1(3),205 218. Byrnes, James P. Cognitive Development and Learning In Instructional Contexts,2d ed.

Allyn and Bacon: Boston, 2001, p. 80.

Chang, D. (1999). Classroom as discourse communities, Retrieved on September 20, 2014, from www.teachers.net/gazette/Jul02/change.html.

Cotton,K.(1988).Classroom Questioning. North West Regional Educational Laboratory. Clasen, D. R. & Bonk, C. (1990). Teachers tackle thinking. Madison, WI: Madison

Education Extension Program.

Dietz-Uhler, B. & Lanter, J.R. (2009). Using the four-questions technique to enhance learning. Teaching of Psychology, 36, 38-41.

Elder, L. & Paul, R. (Winter, 1997). “Critical thinking: Crucial distinctions for questioning,”Journal of Developmental Education 21(2), p. 34.

Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.

Fisher, A. (2001). Critical Thinking: An Introduction. Cambridge University Press. Glaser, E. M. (1941). An Experiment in the Development of Critical

31

Halpern, D. F. (1996) Thought and Knowledge: An Introduction to Critical Thinking. Mahwah, NJ: L. Erbaum Associates.

Lai, E. R. (2011). Critical thinking: A literature review. Retrieved July 30, 2015 from http://www.pearsonassessments.com/hai/images/tmrs/criticalthinkingreviewfinal. pdf.

Long, M. (1996). The role of the linguistic environment in second language acquisition in Ritchke, W.C. & Bhatia, T.K. (eds.), Handbook of Language Acquisition. Second Language Acquisition (pp. 413-468). New York:Academic Press.

Mandernach, Forrest, Babutzke, & Manker (2009). The role of instructor interactivity in promoting critical thinking in online and face-to-face classrooms. Journal of Online Learning and Teaching, 5(1), 49-62.

Mairona,V.P. (1992). Critical thinking accross the curriculum:Building the Analytical Classroom. Bloomington,IN:Eric Clearinghouse.

Morgan, N., & Saxton, J. (1991). Teaching, Questioning and Learning. New York:Routledge.

R.J.Marzano,D.J.Pickering&J. E.Classroom instruction that works,2001,Alexandria,VA: ASCD.

Richards, J.C. (1998). New Interchange, Book3. Cambridge: Cambridge University Press. Nunan, D. 1991. Language Teaching Methodology. Hemel Hempstead, Herts: Prentice

Hall.

Silver, R. E., & Kogut, G. (n.d.). Peer work and peer talk coding scheme: Language learning in Singapore primary classrooms, v1 (Technical Report). Singapore: Centre for Research in Pedagogy and Practice, National Institute of Education. Vogler, K. (2008). Understanding Questioning Strategies and praticing with a peer can

improve teachers’ questioning skill. ASCD, 65, 1-7.

Wrag,E.C., & Brown, G. (2001). Questioning in the primary school social studies classrom. The Social Studies,92(1), 26-32.

Yan, X. (2006). Teacher talk and EFL in university classrooms. Unpublished master of arts thesis, Chongqing Normal University & Yangtze Normal University, China.

32

APPENDIX

33

OBSERVATION PROTOCOL

Name of course: Cross Culture Understanding Name of instructor:

Class lenght: ...minutes Total number of students:... Class time : 14.00 to 17.00 Date:

Name of researcher: Ruth S FangidaE

No. Teacher Types of Question In-class occurrences %

1. Knowledge question

Remebering or recalling learned material.

 Knows common terms

 Knows specific facts

 Knows methods and procedures

 Knows principles

2. Comprehension question

Understanding or grasping meaning of material.

 Interprets facts and principles

 Interprets charts and graphs

 Translates verbal material to mathematical formulae

 Estimate future consequences implied in data

 Justifies methods and procedures

3. Application question

Using learned infromation in new situations.

 Applies concepts and principles to new situations

 Applies laws and theories to practical situations

 Solves mathematical problems

34

 Demonstrates correct usage of method or procedures

4. Analysis question

Critically rducing argements to elements to see their relationships, organization and principles.

 Recognizes unstated assumptions

 Recognizes logical fallacies in reasoning

 Distinguishes between facts and inferences

 Evaluates the irrelevancy of data

 Analyses the organizational structures of a work ( art, music, writing)

5. Synthesis question

Forming a new whole from various parts

 Writes a well-organized theme

 Gives a well-organized speech

 Writes a creative short story (or poem, or music, etc.)

 Proposes a plan for an experiment

 Integrates learning from different areas into aplan for solving problem

 Formulates a new schemes for classifying objects (or events, or ideas, etc.)

35

6. Evaluation question

Judging based on defined criteria

 Judges the logical consistency of written material

 Judges the adequency with which conclusions are supported by data

 Judges the value of a work by use of internal criteria

 Judge the value of a work (art, music or writing)