The Socratic Method of Instruction: An Experience in Vocabulary Class
https://doi.org/10.30605/onoma.v10i4.4464
Keywords:
Socratic Questioning, Vocabulary, Critical Thinking, Teaching, MethodAbstract
The purpose of this study was to establish an environment for critical thinking in a vocabulary course at Universitas Pamulang by implementing Socratic questioning. The use of Socratic questioning aimed to reinforce students' techniques for mastering language and enhance their vocabulary skills. The participants in this study were students enrolled in the first semester of the English Department at Universitas Pamulang. The research followed a Classroom Action research design, which included two cycles of action implementation, class observation, and result analysis. The study utilized observation lists, questionnaires, and a vocabulary test as instruments. The data underwent qualitative analysis, which revealed that the average scores in each cycle demonstrated an upward trend from the pretest to the post-test. However, in the subsequent phase, a fluctuating, steady, and declining score was observed. The students employed Socratic questioning during the vocabulary test. The findings have shown that the use of Socratic inquiry effectively enhances critical thinking among students and facilitates vocabulary learning by prompting reevaluation. Consequently, it motivates students to engage in reflective thinking and provide precise answers.
Downloads
References
Akçalı, A. A. (2019). Action research for developing critical thinking skills of history teacher candidates. Kastamonu Education Journal, 27(1), 231-246. DOI: https://doi.org/10.24106/kefdergi.416009
Akhmetzhanova, G. V., Emelyanova, T. V., & Sundeeva, L. A. (2020, July). Formation of critical thinking among students majoring in teaching by adopting innovative approaches at the university. In the International Scientific Conference on Philosophy of Education, Law, and Science in the Era of Globalization (PELSEG, 2020) (pp. 7-10). Atlantis Press. DOI: https://doi.org/10.2991/assehr.k.200723.002
Abidah, U. F. U. (2022). Reasoning the Socratic Questioning Method to Enhance University Students' Critical Reading in a Critical Reading Course. Research on English Language Teaching in Indonesia, 10(1), 1-8.
Brown, S. H. (1933). The Socratic Method and Aristotle's Definition of the Good. The International Journal of Ethics, 43(3), 329-338. DOI: https://doi.org/10.1086/intejethi.43.3.2378116
Brewer, P. (2000). Socratic seminar in the block. Amazon.com
Creswell, J. W. (2008). Educational Research. Pearson Education International
Cohen, L., Manion, L., & Morrison, K. (2005). Research Method in Education. New York: Taylor & Francis e-Library
Cottrell, S. (2017). Critical thinking skills: Effective analysis, argument, and reflection (Vol. 100). Bloomsbury Publishing. DOI: https://doi.org/10.1057/978-1-137-55052-1
Caesar, Y. C. (2023). Critical Thinking Activities to Improve Senior High School Students' Speaking Skills. AL-ISHLAH: Jurnal Pendidikan, 15(3). DOI: https://doi.org/10.35445/alishlah.v15i3.3612
D'Anna, C. A., Zechmeister, E. B., & Hall, J. W. (1991). Toward a meaningful definition of vocabulary size. Journal of Reading Behavior, 23(1), 109-122. DOI: https://doi.org/10.1080/10862969109547729
Ertugul, G., and Inan, B. (2009). Socratic method: Its role in the Cognitive domain of Bloom's Taxonomy and its use in Advanced ELT Literature Classes to teach Plato's Republic. Dumlupinar Universitesi, Sosyal Bilimber Dergisi, 25
Foubert, J.D. (2020). LibGuides: Critical Thinking: What is Critical Thinking?
Gill-Simmen, L. (2020). Developing critical thinking skills: Using Edward de Bono's six thinking hats in formative peer assessment & feedback. Journal of Applied Learning and Teaching, 3(1), 138-141. DOI: https://doi.org/10.37074/jalt.2020.3.1.5
Guilford Press. Johnson, S. R., & Smith, K. M. (2017). Socratic questioning and critical thinking in the classroom. Journal of Educational Psychology, 109(4), 577-590
Ismail, G., & Helaluddin, H. (2022). The Effect of Genre Approach to Improve University Students' Critical Thinking Skills. Al-Ishlah: Jurnal Pendidikan, 14(4), 5829-5840. DOI: https://doi.org/10.35445/alishlah.v14i4.2209
Ilin, G., Kutlu, Ö., & Kutluay, A. (2013). Action research: Using videos for teaching grammar in an ESP class. Procedia-Social and Behavioral Sciences, 70, 272-281. DOI: https://doi.org/10.1016/j.sbspro.2013.01.065
Kaddoura, M. A. (2013). Think pair share: A teaching learning strategy to enhance students' critical thinking. Nurse Education Today, 33(5), 538-543.
Khalavi, S. K., & Zeraatpishe, M. (2023). On the Relationship of Iranian EFL Learners' Vocabulary Depth with Their Writing Vocabulary Use, Fluency, and Organization. Journal of Contemporary Language Research, 2(1), 9-15. DOI: https://doi.org/10.58803/JCLR.2023.168992
Klebba, J. M., & Hamilton, J. G. (2007). Structured case analysis: Developing critical thinking skills in a marketing case course. Journal of Marketing Education, 29(2), 132-139. DOI: https://doi.org/10.1177/0273475307302015
Kersten, S. (2010). The mental lexicon and vocabulary learning: Implications for the foreign language classroom (Vol. 43). BoD–Books on Demand.
Kurt, M., & Bensen, H. (2017). Six seconds to visualize the word: improving EFL learners' vocabulary through Vs. Journal of Computer Assisted Learning, 33(4), 334-346 DOI: https://doi.org/10.1111/jcal.12182
Kusmaryani, W., Musthafa, B., & Purnawarman, P. (2020). Optimizing Students' Speaking and Critical Thinking through Students' Reflective Practice in Socratic Circle Speaking. In Proceedings of the 1st Bandung English Language Teaching International Conference (BELTIC), Bandung (pp. 201-209). DOI: https://doi.org/10.5220/0008215802010209
Li, M., & Li, J. (2023). Using Socratic questioning to enhance critical thinking in biochemistry courses. BMC Medical Education
Marton, J. (2015). Socratic questioning in biochemistry education: Navigating student discomfort to foster critical thinking. BMC Medical Education, 15(4), 234-243.
Mott, J., Callaway, R., & Zettler, M. (2014). Overcoming student resistance in active learning classrooms: Strategies for fostering engagement. Teaching and Teacher Education, 38, 62-68.
Neenan, M. (2009). Using Socratic questioning in coaching. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 27(4), 249–264.ocabulary Use, Fluency, and Organization. Journal of Contemporary Language Research. DOI: https://doi.org/10.1007/s10942-007-0076-z
Reich, J. A. (2021). Power, positionality, and the ethic of care in qualitative research. Qualitative Sociology, 1-7. DOI: https://doi.org/10.1007/s11133-021-09500-4
Rusandi, M. A., Ahman, Saripah, I., Khairun, D. Y., & Mutmainnah. (2023). No worries with ChatGPT: building bridges between artificial intelligence and education with critical thinking soft skills. Journal of Public Health, fdad049. DOI: https://doi.org/10.1093/pubmed/fdad049
Vincent‐Lancrin, S. (2023). Fostering and assessing student critical thinking: From theory to teaching practice. European Journal of Education, 58(3), 354-368. DOI: https://doi.org/10.1111/ejed.12569
Pertiwi, R. E., Kurniawan, A., & Ariwinanti, D. (2021). Critical thinking among Indonesian students studying public health in Australia: Autoethnography of challenges and strategies to adapt. KnE Life Sciences, 1-12. DOI: https://doi.org/10.18502/kls.v0i0.8862
Tryana, T., & Mahmud, L. H. (2023). Vocabulary Teaching by Words Association. JIIP-Jurnal Ilmiah Ilmu Pendidikan, 6(9), 7246-7253. DOI: https://doi.org/10.54371/jiip.v6i9.2901
Tincu, M. F. (2001). What Is Critical Thinking and How Critical Thinking Improves Student Learning.
Silverman, R. D., & Hartranft, A. M. (2015). Developing vocabulary and oral language in young children.
Williams, S. T., & Harris, K. L. (2019). Socratic questioning in language instruction: Effects on critical thinking and vocabulary acquisition. Journal of Applied Linguistics, 41(3), 234-256
Downloads
Published
How to Cite
License
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with Onoma Journal: Education, Languages??, and Literature agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
