THE PRAXIS OF SOCRATIC QUESTIONING METHOD AND CRITICAL THINKING SKILLS IN LEARNING ENGLISH FOR AGRIBUSINESS: STUDENTS’ SENTIMENTS

Critical thinking skill has characterized the learning system of the 21st century, and thus, it is pivotal for the higher education. The study is aimed at exploring students' sentiments on the praxis of the Socratic questioning method assistance to the development of critical thinking in learning English for Agribusiness. The qualitative paradigm is employed with the type of grounded theory. The subject of the present study is 40 third semester Agribusiness students enrolling in English for Agribusiness course which is carried out using hybrid learning. A set of really open-ended questionnaires (Popping, 2015) is administered to the subject of the study. Also, an online interview is conducted for six students of which two low, two mid, and two high achiever Agribusiness students are categorized, as well as an online observation is used. The findings suggest that 1) the Agribusiness students' sentiments are positive towards the praxis of Socratic questioning method and critical thinking skill in learning English for Agribusiness course; 2) the Socratic questioning method is an excellent strategy to trigger students’ critical thinking skills; 3) the praxis assists Agribusiness students to become aware of the notion of Socratic questioning method and critical thinking skill; 4) and the use of combining platforms in learning English for Agribusiness course culminate students' critical thinking skill. The findings come up with the fact that the Socratic questioning method is adaptable and it has plenty of impacts on students' critical thinking skills as well as students' understanding of the material of English for Agribusiness.


I. INTRODUCTION
he emergence of the Covid-19 pandemic appears to be daunting for all stakeholders in all aspects of life.
Concurrently, it is undeniable that artificial intelligence, the internet of things (Hocheng, 2018) resulted in a new challenge and demands (Gleason, 2018) has an excellent contribution to the presence of the Disruption Era (DE). Consequently, this made a shift of learning systems from traditional undertaken face-to-face to online or hybrid learning. This hard condition which is still uncertain encourages all scholars to integrate digital literacy as a component to arise a pleasant atmosphere as well as students' selfconfidence (Asma, 2021); and thinking skills in the teaching and learning process. Mainly, T the educational practitioners are getting harder in creating future successful leaders who have the excellent skill, in particular, the high quality of thinking critically (Waugh, 2017;Suherdi, 2018;Susilo, Mufanti, & Fitriani, 2021). Yet, the evidence of the research and media report (DeVise, 2012) that critical thinking development in higher education has not been sufficient enough, even, it is still unsatisfying (Rohayati, 2017;Belkin 2015) For this reasons, the related stakeholders are recently being intrigued to introduce proposals, in particular, those who are involved in the educational field, to develop YAYASAN AKRAB PEKANBARU Jurnal AKRAB JUARA Volume 7 Nomor 3 Edisi Agustus 2022 (283)(284)(285)(286)(287)(288)(289)(290)(291)(292)(293)(294)(295)(296)(297)(298)(299)(300)(301)(302) students' critical thinking in higher education (Bruce, 2016;Rohayati & Friatin, 2019;Rohayati & Rachmawati, 2021;Roohr et al., 2019;Bezanilla et al., 2019;O'Leary et al., 2020;Bangun & Pragholapati, 2021). The combination of several excellent skills that have been developed by UNESCO (2015, p. 6), including 1) critical and innovative thinking, 2) interpersonal skills, 3) intrapersonal skills, 4) global citizenship, 5) media and Information literacy, and 6) others, are the main focus for the research to be carried out. In particular, as the focus of the present study, critical thinking has been developing for some years by the experts (Dekker, 2020;Dwyer & Walsh, 2020;Yang et al., 2014).  (2019) is similar to Sulaiman & Ahmed, 2020) in that the Socratic questioning method can facilitate and develop students' critical thinking. Susilo, Mufanti, & Fitriani, (2021) focused on the use of the CIRC (Cooperative

Sentiment Analysis
Sentiments analysis refers to the study of public user point-of-view of all different subjects resulting in beneficial information (Dang et al., 2020;Ligthart et al., 2021). In

YAYASAN AKRAB PEKANBARU
Jurnal AKRAB JUARA Volume 7 Nomor 3 Edisi Agustus 2022 (283-302) the current study, sentiment analysis is restricted to explore deeply the Agribusiness students' opinion, knowledge, and experience on the implementation of the Socratic questioning method in teaching English for Agribusiness courses.

Research design
The study utilized a qualitative paradigm with the type of grounded theory. The paradigm of qualitative enabled the researcher to construct and overcome the problem around her/ his social world (Halliday, 2005).
Meanwhile, grounded theory underpinned the framework of present research because of its characteristics that fulfilled the goal of the research. As suggested by Cresswell (2011, 1), grounded theory provided the researcher of the present study the opportunity to construct or reconstruct the theory, hypotheses, the concepts of variables which were based on the high, large, deep conceptual data obtained from the field, and dealt with the case, action, as well as substantial process. Accordingly, the present study was the scientific methodologies that were carried out empirically, systematically, and carefully.
Creswell also goes on his claim that grounded theory can produce a generalized significance and relevance of theory and observation that can be generalized, provable, as well as can be researched precisely and carefully.

Research site and participants
The current study was carried out in one of the private universities in West Java, the

Data collection and analysis
The first primary data was collected by using the "really open-ended questionnaires" and was administered to the respondents online. This type of questionnaire was relevant since 1) the present study is aimed to develop a new theory; 2) there was an intention of digging out the respondents' argumentation, explanation and enables the respondent to present their knowledge and motivation (Popping, 2015). Subsequently, the result of the questionnaires was analyzed by using the text analysis application that has been downloaded and accessed via android, namely, Text Analyze (available in Google Playstore).
The second primary data was obtained by employing an online interview with 6 Agribusiness students who were categorized as two high, two mid, and two low achiever students. Each student category consists of one student attending online and 1 student attending offline class. Then, the result of the online interview was categorized, coded, condensed, and interpreted (Kvale, 1996).

Agribusiness
The praxis of the Socratic questioning method in learning English for Agribusiness course during hybrid learning has been claimed by Agribusiness students as a strategy to trigger their critical thinking skills These claims might become an evaluation towards the activity based on the Agribusiness students' point of view who was represented by two low, two mid, and two high achiever students. The results of the second interview questions are given in the following excerpts:

Low achiever attending offline learning
During the activity, the students were in pursuit of time; so they were stimulated to think critically.

Low achiever attending online learning
The Socratic questioning method required the students to think critically in that they had to offer arguments.

Mid achiever attending offline learning
The Socratic questioning method forced the students to have the ability to think critically, be more agile and concentrate on the course of study.

Mid achiever attending online learning
The Socratic questioning method enabled the students to answer questions with clarity.

Mid Achiever attending offline learning:
From the ability to think critically, I think I can understand the meaning of reading both questions and statements so that it helps me to know the problem discussed.

Mid Achiever attending online learning:
Thinking critically in reading aims to find out the facts contained in the reading then provide an assessment of those facts. By thinking critically we can find the best solution to a problem. Elements of critical thinking are objectives, questions, information, initial conclusions, concepts, assumptions, and points of view.

High Achiever attending the offline learning:
Critical thinking ability is the ability to find out facts contained in the reading and then be able to provide an assessment of these facts.

Low Achiever attending the online learning:
It is a cool method for the students that required them to think more deeply.

Mid Achiever attending offline learning:
Socratic questions are types of questions that are beneficial for comprehending deeply the knowledge or material that has been learned.

Mid Achiever attending online learning:
The Socratic questions method is an educational method that focuses on students' answering the question.

High Achiever attending the offline learning:
The activity that made the lecturers and students more interactive in learning Referring to Ennis (2015), the result of the Agribusiness third interview questions represented students' critical thinking ability in defining terms, and judging definitions.
This ability is an impact of students' knowledge resulting from their willingness to read a lot. Reading a lot of facts and "the world" enables the students to have an effective argument and point of view. Also, the involvement of internet access accelerates students' critical thinking skills.
The forthcoming discussion is based on the result of online observation, well-known as an artifact, a screenshot result of Google classroom, Zoom, and WhatsApp. They will be delineated in the next part.

Students Critical Thinking Skill
The last primary data were obtained In addition, Agribusiness students were disposed to have the Forum of Google Classroom as their basic concern to be kept in

YAYASAN AKRAB PEKANBARU
Jurnal AKRAB JUARA Volume 7 Nomor 3 Edisi Agustus 2022 (283)(284)(285)(286)(287)(288)(289)(290)(291)(292)(293)(294)(295)(296)(297)(298)(299)(300)(301)(302) mind during the context of learning. All they did also indicated Agribusiness students' critical thinking ability in that they were able to "focus on a question" in such hectic situations. Meanwhile, the proportion of students who posted the comments on the Forum of Google Classroom was balanced in terms of those who attended online and offline classes. This built the assumptions that the hybrid learning system is considered the right learning strategy for developing students' critical thinking skills. Besides the assumption that the Socratic questioning method was adaptable, the findings also implied that students would culminate their critical thinking skills optimally both in online and offline learning systems as long as there is sufficient internet access for the environment where the students study.

V. CONCLUSION
It has been discussed the successful result of the present study on exploring the students' sentiments on the praxis of Socratic questioning method assistance in developing Agribusiness students' critical thinking in learning English for Agribusiness course during Covid-19 pandemic. The findings might become a piece of evidence that Agribusiness has a positive sentiment towards the praxis of the Socratic questioning method to develop their critical thinking ability during the Covid-19 pandemic and realize all the steps of the activity. The reasons were that the activity provides the Agribusiness students the assistance to deliver opinion, argument, problem-solving, to think fast, to comprehend the material, and to learn autonomously. In addition, the Agribusiness students become aware of and appreciate the notion of critical thinking and the Socratic questioning method.
Also, the students claim that the implementation of the Socratic questioning method in hybrid learning using combining platforms might become a valuable strategy to foster students' critical thinking.
Further research is recommended to conduct the same studies with different subjects, areas, and contexts. It is including to the more reliable device for analyzing the data which is in the form of excerpts, to analyze the barriers of the implementation of the
Recalling this challenging condition, the teacher's creativity and ability in navigating the types of learning platform is a must.