Types of Teacher’s Questions which Enhance Students’ Critical Thinking in English Classrooms  

Oleh:

Yumarnamto, Mateus ; Widiyanto, Yohanes Nugroho

Jenis: Article from Journal - ilmiah nasional
Dalam koleksi: Magister Scientiae no. 17 (Mar. 2005), page 46-55.
Topik: ENGLISH LANGUAGE; critical thinking; critical questions; high order of thinking; Bloom ‘s taxonomy

Ketersediaan

Perpustakaan Pusat (Semanggi) Nomor Panggil: MM33.2 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

Indonesian students tend to have dj/ficulties in asking questions. The typical classroom in Indonesia, including English classrooms tend to be quiet in which students only do the teachers instructions and answer teachers’ questions. More active classrooms in which students develop their thinking skills are required by the 2004 Curriculum. However, many teachers still have d~/Jicultyin developing the thinking skills of the students. The traditional training they have already had focused on teaching the subject centered on the teacher. This paper offers an overview ofhow the types ofteacher ‘s questions which promote students’ critical thinking. Traditionally, promoting critical thinking for the students relies on Bloom ‘s taxonomy that suggests the high order of thinking. However, more practical binary types of questions will be highlightedfor teachers: (I) “Fat Questions” versus “Skinny questions (2) High-Consensus Questions” versus “Low Consensus Questions,” and (3) “True Questions” versus “Review questions".

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