Teacher Questioning Techniques and Critical Thinking Skills Development in Junior High School English Language Classrooms

Abstract

This study examined the relationship between teacher questioning techniques and the development of critical thinking skills within junior high school students in English language classrooms. Employing a descriptive correlational research design, the investigation comprised a sample of 100 students. The results divulge a comprehensive utilization of teacher questioning techniques, encompassing questioning types, Bloom's Taxonomy levels, cognitive demand, and interaction patterns. Furthermore, the study elucidates the extent of critical thinking skills development among junior high school students, emphasizing their capacity to analyze, evaluate, apply problem-solving strategies, and employ evidence for justification. The results emphasize the effectiveness of teaching methodologies that prioritize nurturing these vital cognitive skills. Regression analysis underscores the significant influence of Cognitive Demand and Interaction Patterns on critical thinking skills development. These factors substantiate the importance of tasks that challenge students cognitively and the encouragement of meaningful discussions within the classroom. This research established a statistically significant relationship between teacher questioning techniques and critical thinking skills development, shedding light on the profound impact of engaging and thought-provoking classroom interactions. It signifies the importance of pedagogical approaches centered on critical thinking and reinforces the integral role of educators in this process.