COMBINATION OF QUESTIONS DIMENSION USED BY READING ACROSS
GENRE TEACHER TO LEAD STUDENTS TO THINK CRITICALLY
Setyowati Oktavianita
ABSTRACT
Teachers who tend to be text-book oriented rarely discuss and elaborate issues that happened in the reading materials.It makes students passion of thinking decreased; they only seek for conformity and obedience only, and it will make students come to college classroom with dread-thinking (Bellhooks, 2010). When they enter college classroom, they will face difficulties. To ignite students’ critical thinking teachers need to give ‘hook’ to students by questioning. Teachers need to chase their students with questions, in order to set them to be critical thinker, because they know that students might have their own ideas in their mind about issue being discussed in class (Pattiwael, 2012), especially in reading class. Reading class is one of class that demands students to have deeper thought about the issue discussed, ideally teacher in reading class will give students questions to make students more critical. This research is conducted in two Reading Across Genre classes, Faculty of Language and Literature Satya Wacana Christian University in order to reveal which types of questions by looking from its three dimensions form, content and purpose, then combined into 12
combinations (Thompson, 1997) which successfully lead students to be more critical by looking at the frequent types of questions initiated by the teacher. The results are questions types with communicative purpose and asking opinion content are having highest frequency and successfully lead students to be more critical.
