scholarly journals HIGHER ORDER THINKING SKILLS AMONG ENGLISH TEACHERS ACROSS GENERATION IN EFL CLASSROOM

2019 ◽  
Vol 7 (2) ◽  
pp. 119
Author(s):  
Mursyid Mursyid ◽  
Nia Kurniawati
Keyword(s):  
Baby Boomers ◽  
Generation X ◽  
Generation Y ◽  
Higher Order Thinking ◽  
English Teachers ◽  
Thinking Skills ◽  
Higher Order ◽  
High School English ◽  
Higher Order Thinking Skills

Higher order thinking skills are the next cognitive ability to evaluate, analyze and create. It is a must for English teachers across generation (Baby Boomers, Generation X, and Generation Y) to grasp and implement the idea of HOTS in their classrooms. Teaching English in EFL setting certainly forces the teachers to have expertise in planning the learning activities that would foster students� thinking skills, especially their HOTS. This study aims at investigating the perceptions, the practice, and the constraints in endorsing higher order thinking skills in teaching foreign language. This case study involved seven senior high school English teachers from three generations (Baby Boomers, generation X, and generation Y). Data were collected through open-ended questionnaire, classroom observation, and document analysis for triangulation purpose. Data were then categorized and classified to form themes for the study. The results showed that teachers from all generation are aware of HOTS and they are applying it in their teaching in a different way. However, some obstacles are still found in incorporating HOTS in their classroom.

scholarly journals Teachers’ Strategies to Implement Higher-Order Thinking Skills in English Instruction

2020 ◽  
Vol 4 (1) ◽  
pp. 25
Author(s):  
Christian Bernard Nichols Djami ◽  
Paulus Kuswandono
Keyword(s):  
Data Analysis ◽  
Teaching Strategies ◽  
Higher Order Thinking ◽  
English Teachers ◽  
Thinking Skills ◽  
Higher Order ◽  
High School English ◽  
Student Centered ◽  
Student Centered Learning ◽  
Higher Order Thinking Skills

<p class="AbstractText">This study investigated English teachers’ strategies to implement HOTS (Higher-Order Thinking Skills) during the learning process. To prepare students for education 4.0, Indonesian government has mandated that HOTS are taught in every level of education. The research aimed to discover how English teachers implemented HOTS in their teaching strategies. HOTS are promoted in the 2013 curriculum in which English teachers should develop their strategies to implement these skills through student-centered learning instead of teacher-centered learning that may be a common phenomenon for teachers in Indonesia. The participants of the study were fifteen senior high school English teachers in Salatiga, and five of whom were interviewed and observed. The data were obtained through questionnaire, interview, and observation. The data analysis involved counting the percentage for the questionnaire and reading collected transcripts from the interviews and the observation notes. The data analysis was processed using descriptive statistics for the questionnaire and coding for eliciting the transcripts and observation notes. The results of the study showed that the effective teaching strategies in using HOTS were asking open-ended questions and encouraging students to give their critical opinion, while also acting as a facilitator.</p><p><strong> </strong></p><p> </p>

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 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.

scholarly journals Developing Higher Order Thinking Skills: Towards a Rethinking of EFL Coursebooks in Moroccan High Schools

2017 ◽  
Vol 2 (3) ◽  
pp. 225
Author(s):  
Isam Mrah
Keyword(s):  
Content Analysis ◽  
High Schools ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
First Century ◽  
Primary Research ◽  
Higher Order Thinking Skills ◽  
Textbook Series

<em>The ever-growing realm of education underlines the need for a reconsideration of learning materials. The present study aimed to investigate the extent to which EFL textbooks in Morocco help learners build skills in accordance with the twenty first century learning expectations.  It attempted to assess the effectiveness of Ticket to English textbook series in terms of how well they foster critical thinking and problem solving among learners. The study adopted content analysis as the primary research method for data analysis and interpretation. The analysis was undertaken to define the types and levels of questions addressed in reading comprehension tasks and to examine instances of higher order thinking skills. The case study evaluated the questions in the light of the Bloom's Revisited Taxonomy of learning objectives. Results from the content analysis of questions show that most of the questions targeted the three lower-level categories of the taxonomy. The results obtained testify that the examined textbooks do not effectively enable learners to be autonomous lifelong critical thinkers, hence the need for a reconsideration of EFL textbooks in Moroccan high schools. The paper eventually suggests some ways in which these skills could be promoted effectively in future textbooks with the aim of empowering students to thrive in an evolving world.</em>

scholarly journals THE DIFFICULTIES OF HIGH SCHOOL STUDENTS IN SOLVING HIGHER-ORDER THINKING SKILLS PROBLEMS

2018 ◽  
Vol 76 (4) ◽  
pp. 520-532 ◽  
Author(s):  
Samsul Hadi ◽  
Heri Retnawati ◽  
Sudji Munadi ◽  
Ezi Apino ◽  
Nidya F. Wulandari
Keyword(s):  
High School ◽  
High School Students ◽  
Case Study Research ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
School Students ◽  
Higher Order Thinking Skills ◽  
Test Items

International surveys, such as TIMSS and PISA, frequently put Indonesia in the low ranks. It is an indication that the higher-order thinking skills (HOTS) of students in Indonesia are still low. This research aims to analyze students’ difficulties in solving problems that measure HOTS. This is a case study research with a qualitative approach. Participants studied were 93 high school students in grade XI. Data were collected using test instruments that measure HOTS, which was developed based on the standard contents of high school mathematics. The difficulties were analyzed descriptively by observing students’ errors in answering HOTS test items. Students’ errors were classified based on Newman’s Error Procedure (NEP). The result shows that around 8.33% of the students had difficulties in comprehension, 15.59% in transformation, 32.53% in process skills, and 1.34 % in encoding. Keywords: HOTS problem in mathematics, students’ difficulties, case study, Newman’s error procedure.

scholarly journals Penerapan Kemahiran Berfikir Aras Tinggi dalam Pengajaran Karangan UPSR oleh Guru Bahasa Melayu: Satu Kajian Kes

2018 ◽  
Vol 10 (3-2) ◽  
Author(s):  
Muhammad Faez Nurazman Amrullah ◽  
Wan Muna Ruzanna Wan Mohamad ◽  
Melor Md Yunus
Keyword(s):  
Primary Schools ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Language Teachers ◽  
Higher Order Thinking Skills ◽  
Main Method ◽  
Essay Writing ◽  
High Level

The purpose of this research is to survey the reaction of Malay Language teachers in normal primary schools towards the application of Higher Order Thinking Skills (HOTS) from the aspect of execution of HOTS in essay writing, confidence in delivery, difficulties experienced during delivery, the level used during delivery and the steps taken to overcome said problems after the teaching process of essay writing. Two male and female teachers teaching at a school in the district of Petaling Jaya were involved as participants in this research. This research was carried out using qualitative methods i.e. the case study and findings were elicit through conversation. Using conversation, the findings of the research show that the main method used by the participants in the application of HOTS were I-Think maps, Question & Answer (Q&A) sessions and high level difficulty questions. Meanwhile, the least used methods were brainstorming and project-based discussions. The participants of the research also displayed high level confidence in the usage of HOTS, but some problems did arise caused by varied intelligence of the students in a certain class causing some disturbance. The problem could be overcame by diversifying methods in delivering HOTS during teaching essay writing. Through this research also, it is found that the teachers use different standards between weak and excellent students, depending on the level of maturity in thinking. This research is significant in order to increase the application of higher order thinking skills in teaching Ujian Penilaian Sekolah Rendah (UPSR) level essays by Bahasa Melayu teachers.

scholarly journals Using the interactive whiteboard to scaffold a metalanguage: Teaching higher order thinking skills in preservice teacher education

2013 ◽  
Vol 29 (1) ◽  
Author(s):  
Neil Harrison
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Preservice Teacher ◽  
Preservice Teacher Education ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Interactive Whiteboard ◽  
Higher Order Thinking Skills

<p>This research focuses on how the interactive whiteboard (IWB) can be effectively used to teach higher order thinking skills to primary preservice teachers in the history classroom. The case study finds that skills such as analysis, evaluation and inference constitute a valuable metalanguage that needs to be explicitly taught to preservice teachers. The IWB provides an effective stimulus for teaching this metalanguage insofar as it offers the user scaffolding affordances to plan and design higher order thinking (HOT) activities when otherwise the task can appear too difficult to achieve, especially for the younger preservice teachers. But risks await those preservice teachers who grant the technology a determinant model of materiality.</p>

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