Abstract
This paper addressed the use of the Socratic Questioning method as an attempt to promote EFL students' critical thinking in language learning. It is ordinarily understood that the process of learning the language tends to focus more on how to answer questions rather than how to ask productive, systematic, and directed questions. Questioning as a means to fulfil curiosity is a driving factor for critical thinking activities. Questioning is able to direct the task and define the problem so that it will spur and trigger students' critical thinking. The use of Socratic Questioning and critical thinking methods embraces and encourages the analysis of Bloom's taxonomy integrally since Bloom's critical thinking is assigned as one of the highest levels of thinking in cognitive domains. Socratic Questioning, critical thinking, and Bloom's taxonomy are lines that must be passed in a language learning process in order to achieve the quality of skills which surely depends on the quality of thinking.
Highlights
Education is an effort made to develop the abilities and personality of individuals through certain processes or activities as well as the interaction of individuals with their environment to achieve full humanity (Sary, 2015: 3-5)
This behaviorism flow received strong resistance from the flow of rationalism, towards the third idea concerning the quality of the environment
From the brief description above, it is clear that the flow that focuses more on optimizing thinking is the flow of rationalism so that the flow can definitely support the critical thinking in language learning
Summary
Education is an effort made to develop the abilities and personality of individuals through certain processes or activities (teaching, guidance, or training) as well as the interaction of individuals with their environment to achieve full humanity (Sary, 2015: 3-5). Without education, it is impossible for a group of people living to develop their aspirations to progress, prosper, and be happy according to their concept of life (Fuad, 2008: 2). Government Regulation No 19 of 2005 Article 9 paragraph (2) asserts that the curriculum of higher education unit level must involve courses in religious education, citizenship education, Indonesian, and English. Each college develops its Yavana Bhāshā: Journal of English Language Education curriculum by referring to the National Education Standards (Law No 20/2003 on the National Education System)
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