scholarly journals The Use of Audiobooks in Developing Seventh-Grade Students' Reading Skills (A Case Study for EFL Students)

2020 ◽  
Vol 14 (2) ◽  
pp. 233-240
Author(s):  
Hery Nuraini ◽  
Yeni Daniarti ◽  
Rohmat Taufiq
Keyword(s):  
Learning Process ◽  
Reading Skills ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Computer Applications ◽  
Seventh Grade ◽  
Higher Order Thinking Skills ◽  
Minimum Score ◽  
Efl Students

The research was conducted to develop students’ reading skills by using an English story with Audiobooks. It seemed that the teachers could overcome if they were proficient in utilizing the internet and computer applications in the students’ learning process because the students enjoyed the gedgets. In a sense, teachers should integrate supportive technology, problem-based approaches, and higher-order thinking skills. Based on these problems, the researcher was interested in developing students’ reading skills by using Audiobooks apps. Moreover, the research investigated that students could significantly develop their reading skills by reading English stories with Audiobooks apps. It aimed to investigate the students’ reading skills could significantly be developing by reading English stories with the Audiobooks app. The research applied a case study as the qualitative research method. The participants were three students from seventh-grade students. The researchers collected and analyzed the data from observations, tests, and interviews. Based on the finding and discussion, it can be concluded that the participants have achieved and exceeded in Standard Minimum Score (KKM). Besides, the students are enthusiastic and comfortable reading English stories with Audiobooks application in the learning process. 

How Powerful Is Digital Storytelling for Teaching?

2017 ◽  
pp. 511-529 ◽  
Author(s):  
Serçin Karataş ◽  
Volkan Kukul ◽  
Seher Özcan
Keyword(s):  
Learning Process ◽  
Digital Storytelling ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
Conventional Methods ◽  
Academic Year ◽  
Positive Effect

The purpose of this study is to reveal the opinions of pre-service teachers regarding the teaching of digital storytelling, which is one of the methods where students actively participate in the learning process, produce content, and learn while having fun, unlike the conventional methods. The research was undertaken as a case study. The study was carried out in Gazi University in the 2015-2016 academic year. The results of the research suggest that the pre-service teachers were mostly pleased with the digital storytelling task. Pre-service teachers who studied in groups were more satisfied and the pre-service teachers believed that digital storytelling positively affected many higher-order thinking skills, creativity in particular. Although higher-order thinking skills are not expected to improve with such short tasks, it can be suggested that the topic may have a positive effect.

scholarly journals HOTS in teacher classroom interaction: A case study

2019 ◽  
Vol 4 (2) ◽  
pp. 132
Author(s):  
Yuyun Yulia ◽  
Fenita Rizki Budiharti
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Classroom Interaction ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order Thinking Skills ◽  
Teaching Learning ◽  
Practice Questions ◽  
Teacher Classroom

As Goronga (2013) notes that classroom interaction encourages students to actively participate in teaching learning process. Teacher question plays an important role to trigger students' critical thinking or Higher Order Thinking Skills (HOTS). This paper highlights questions revealed in teaching learning process that triggering students' critical thinking. Class observation and interview is conducted and then analyzed based on Bloom’s taxonomy. Data eventually show that remembering is mostly uttered to stimulate the students to state what they know about the topic and recall particular information. This means teachers find difficulties to practice questions with HOTS aspects. Teachers need to have more practice on how to encourage students to have critical thinking as one of skills in this disruptive era.

Paradigm Shift toward Student Engagement in Technology Mediated Courses

2015 ◽  
pp. 74-92 ◽  
Author(s):  
Melissa Roberts Becker ◽  
Karen McCaleb ◽  
Credence Baker
Keyword(s):  
Learning Process ◽  
Paradigm Shift ◽  
Teaching And Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order Thinking Skills ◽  
College Classrooms ◽  
University Recruitment ◽  
Education Environment ◽  
University Instructors

University recruitment websites continue to show students happily using technology in the higher education environment. Exactly how technology is used in the teaching and learning process continues to challenge and frustrate university instructors and students. A frequent depiction of college classrooms consists of an instructor lecturing from the front of the classroom and reprimanding students for talking to each other. In this paradigm, the professor is the “sage on the stage” and is the single transmitter of knowledge. Is this teaching and learning approach the most effective way to educate students? With recent discoveries about how students learn most optimally, and how technology can augment the process, a paradigm shift is required towards appropriate and intentional implementation of technology tools for engaging students to use higher-order thinking skills. This chapter explores the use and application of free digital tools that both improve and in turn enhance the learning process.

scholarly journals Helping student midwives become safe practitioners: effective teaching of cardiotocograph interpretation

2020 ◽  
Vol 28 (8) ◽  
pp. 498-501
Author(s):  
Joanne Cull
Keyword(s):  
Learning Style ◽  
Higher Order Thinking ◽  
Clinical Work ◽  
Thinking Skills ◽  
Learning Theories ◽  
Individual Student ◽  
Higher Order Thinking Skills ◽  
Self Reflection ◽  
Safe Learning Environment

It is crucial that, at the point of registration, midwives can competently interpret intrapartum cardiotocographs (CTGs). It is therefore important that practice assessors are confident teaching the safe and accurate interpretation of CTGs to the students they support. This paper uses a case study to examine how CTG interpretation can be taught most effectively. Humanistic learning theories can be used to create a psychologically safe-learning environment which is enjoyable for both the student and the practice assessor. Using a taxonomy of learning enables midwives to help the student develop higher order thinking skills, while understanding the learning style of that individual student allows midwives to incorporate tailored teaching in their clinical work. In addition to providing feedback, it is beneficial to encourage self-reflection and the student midwife's newly learned skills can be solidified by peer teaching.

How the story unfolds: exploring ways faculty develop open-ended and closed-ended case designs

2008 ◽  
Vol 32 (4) ◽  
pp. 279-285 ◽  
Author(s):  
Leslie M. Nesbitt ◽  
William H. Cliff
Keyword(s):  
Learning Outcomes ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Faculty Members ◽  
Learning Objectives ◽  
Higher Order Thinking Skills ◽  
Case Study Design ◽  
Anatomy And Physiology ◽  
Suitable Case

Open-ended or closed-ended case study design schemes offer different educational advantages. Anatomy and physiology faculty members who participated in a conference workshop were given an identical case about blood doping and asked to build either an open-ended study or a closed-ended study. The workshop participants created a rich array of case questions. Participant-written learning objectives and case questions were compared, and the questions were examined to determine whether they satisfied criteria for open or closed endedness. Many of the participant-written learning objectives were not well matched with the case questions, and participants had differing success writing suitable case questions. Workshop participants were more successful in creating closed-ended questions than open-ended ones. Eighty-eight percent of the questions produced by participants assigned to write closed-ended questions were considered closed ended, whereas only 43% of the questions produced by participants assigned to write open-ended questions were deemed open ended. Our findings indicate that, despite the fact that instructors of anatomy and physiology recognize the value of open-ended questions, they have greater difficulty in creating them. We conclude that faculty should pay careful attention to learning outcomes as they craft open-ended case questions if they wish to ensure that students are prompted to use and improve their higher-order thinking skills.

Boosting Classroom Interaction Based on Higher Order Thinking Skills (HOTS) in English Learning for Beginners

2021 ◽  
Vol 5 (1) ◽  
pp. 477
Author(s):  
Syafryadin Syafryadin ◽  
Alamsyah Harahap ◽  
Haryani Haryani ◽  
Annisa Astrid
Keyword(s):  
Learning Process ◽  
Classroom Interaction ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Learning Activities ◽  
Higher Order Thinking Skills ◽  
Teachers And Students ◽  
Bloom Taxonomy ◽  
Implementing Strategies

Asking activity is a form of class interaction that needs attention. With the asking activity, it can increase the questioner’s knowledge. This study aimed to identify the questions form that filed by teachers and students in the classroom following the framework of thinking mandated in the revised Bloom Taxonomy and to explore the problems faced by lecturers in implementing the HOTS-based learning process. This study used qualitative methods by applying observation sheets and interview to collect data. The data analysis of this research used analysis of domain, taxonomy, component, and theme. The results of this study indicate that lecturers and students have applied the principles of Higher Order Thinking Skills (HOTS) from core learning activities to final learning activities. The form of the question is in level C4 (Analyzing), C5 (Evaluating), and C6 (Creating), but in the form of Creating questions, students still need to increase the frequency in asking. The problem faced is the difficulty in stimulating students who can answer and ask questions at level C6 in HOTS. Therefore, lecturers also try to overcome these problems by implementing strategies in the learning process.

scholarly journals Developing Students� Higher Order Thinking Skills (HOTS) in Reading: English Teachers� Strategies in Selected Junior High Schools

2019 ◽  
Vol 5 (3) ◽  
pp. 204
Author(s):  
Bernadeta Siska Indriyana ◽  
Paulus Kuswandono
Keyword(s):  
High Schools ◽  
Reading Skills ◽  
Junior High ◽  
Higher Order Thinking ◽  
English Teachers ◽  
Thinking Skills ◽  
Higher Order ◽  
Junior High Schools ◽  
Learning Goals ◽  
Higher Order Thinking Skills

The 2013 curriculum in Indonesia mandates that teachers should develop students� Higher Order Thinking Skills (HOTS). One of the learning goals through HOTS is to make sure that students can analyze, evaluate, and create their knowledge. However, studies on HOTS issues in English learning, particularly in reading skills, are still very limited. Therefore, this study aimed at describing the teachers� strategies in developing HOTS in teaching reading skills. The researcher used a mixed-method, as it is relevant to the methodology needed in this study. The participants were 22 English teachers of Junior High Schools in Yogyakarta. The data were collected through questionnaires, observations, and interviews. The findings indicated that the strategies by the teachers to develop HOTS were as follows: (1) asking divergent questions to the students, (2) using group discussions, (3) informing learning objectives to the students, (3) giving feedback to invite the students to review, refine, and improve understanding about learning materials, and (5) giving motivation to the students to think critically. The recommendation for further study is also discussed.

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