Devi Amaresta, Sri Setryarini
The challenging task of developing critical thinking abilities among young learners in English as a Foreign Language (EFL) classroom remains acute, with traditional methods frequently failing to engage students effectively. This study investigates the use of riddles as an interactive teaching approach for addressing this issue and encouraging critical thinking. The qualitative research, conducted with sixth-grade children and their English teacher in an elementary school in Palembang, Indonesia, uses classroom observations and interviews to investigate the implementation, effects, and challenges of incorporating riddles into the learning process. The findings show that riddles improve critical thinking through a three-phase framework: pre-activities to build interest and context, during-activities to promote collaborative problem-solving, and post-activities to foster reflection and feedback. Students showed significant increases in logical reasoning, creativity, and collaboration. However, problems such as linguistic hurdles, time limits, and varying participation levels needed adaptable instructional approaches. This study emphasizes riddles as a transformative tool for enriching the EFL learning experience, fostering critical cognitive and social abilities, and strengthening intellectual engagement, calling for their wider integration into educational practices. © 2026 American Institute of Physics Inc.. All rights reserved.
Department of English Education, Universitas Pendidikan Indonesia, Bandung, Indonesia
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