The Effect of Socratics Questioning Method in Improving Students’ Speaking Skill and Critical Thinking in English as a Foreign Language Learning

Abstract

The purpose of this paper is to look at how the Socratic questioning method can be used in EFL teaching and learning. This paper not only describes the method's beliefs and practices, but also assesses its efficacy in improving speaking ability and critical thinking. As the research design, convergent parallel mixed methods provides complete data (test, observation, and interview) to provide a clear interpretation of the Socratic questioning approach. This study was conducted with one teacher and 38 English department students at Tarakan State University in Indonesia. To evaluate quantitative data, Wilcoxon statistical analysis and Rank Spearman correlation analysis were utilized (pre-test and post-test). To evaluate qualitative data, this study used descript ion as analysis, inductive analysis, constructionist analysis, and coding (observation and interview). The Socratic questioning approach has three stages in its execution (preparation, running process, and assessment). The method's investigation reveals that it is beneficial in improving students' speaking skills and critical thinking (significance value.000 0.05). The Rank Spearman correlation demonstrates a strong link between speaking ability and critical thinking (coefficient .866). By selecting and altering topic discussion and Socratic questions, this technique is ideal for teaching and learning EFL. Through the analysis of Socratic questions that stimulate speaking skill and critical thinking, this study establishes the adoption and adaption of the Socratic questioning approach in EFL teaching and learning in Indonesia.