scholarly journals Use of Short Stories in Language Learning

2021 ◽  
Vol 29 (43) ◽  
pp. 145-154
Author(s):  
Purna Bahadur Kadel
Keyword(s):  
Short Stories ◽  
Language Learning ◽  
English Teachers ◽  
Thinking Skills ◽  
Sampling Procedure ◽  
Extensive Reading ◽  
Higher Order Thinking Skills ◽  
Language Functions ◽  
Depth Interview ◽  
Phenomenological Research Design

This study is an attempt to explore understanding of English teachers on the use of traditional short stories in language learning and find out the impacts of extensive reading of culturally embedded short stories in consolidating students' language learning. Phenomenological research design was adopted to carry out this study in which 8 English teachers represented 4 from public and 4 from institutional secondary schools were selected from Kirtipur Muncipality of Kathmandu district through purposive non-random sampling procedure. In-depth-interview and classroom observation were used as tools to collect data to address the objectives of this study. The findings of this study show that the language functions and vocabulary could be improved through short stories; language skills could be cultivated with the help of reading short stories; their higher order thinking skills are developed reading short stories; and they get entertainment, motivation and refreshment.

Higher-Order Thinking Skills (HOTS)-based Formative Assessment: A Proposed Model for Language Learning Assessment

2020 ◽  
Vol 9 (2) ◽  
pp. 115
Author(s):  
Wiyaka Wiyaka ◽  
Entika Fani Prastikawati ◽  
AB Prabowo Kusumo Adi
Keyword(s):  
Formative Assessment ◽  
Language Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Formative Assessments ◽  
Assessment Model ◽  
Higher Order Thinking Skills ◽  
Learning Assessments ◽  
Proposed Model

<div><p class="StyleABSTRAKenCambria">The integration of higher-order thinking skills (HOTS) in language learning assessments has become a crucial issue in 21st-century learning. However, not many teachers are aware of the need to incorporate HOTS in assessments due to their insufficient knowledge and the absence of good examples. Further, there is not much research and literature on HOTS-based formative assessment that can be used as references. This research aims to fill the existing gap by providing a model of higher-order thinking skills (HOTS)-based formative assessments for English learning, especially in junior high schools. By employing research and development design, this research describes the validation of the assessment model. The proposed model of assessment may be used as a prototype for assessing language learning.</p></div><p> </p>

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 Integrasi Keterampilan Berpikir Kritis dalam Buku Teks Bahasa Indonesia Kurikulum 2013 Berperspektif HOTS

2021 ◽  
Vol 4 (3) ◽  
pp. 365-374
Author(s):  
Duwi Saputro ◽  
Atiqa Sabardila ◽  
Harun Joko Prayitno ◽  
Markhamah Markhamah
Keyword(s):  
Language Learning ◽  
Conceptual Knowledge ◽  
Primary Outcome ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Text Learning ◽  
Higher Order Thinking Skills ◽  
Cognitive Dimension ◽  
Knowledge Based ◽  
Revised Bloom's Taxonomy

This study aims to describe thinking skills in Indonesian Language Learning Textbook class X Curriculum 2013. The thinking skills in this study are oriented towards revising Bloom's learning taxonomy which divides thinking skills into two domains, namely Lower Order Thinking Skills (LOTS) and Higher Order Thinking Skills (HOTS). The data in this study are in the form of text learning objectives written in Indonesian textbooks. The data is sourced from two revised editions of Indonesian textbooks, namely the 2014 revision and the 2017 revision. The data analysis method used in this study is referential matching and mapping of educational objectives based on the revised Bloom's taxonomy. The integration of thinking skills in Indonesian textbooks is manifested in the cognitive and knowledge dimensions. The cognitive dimension is dominated by the level of creation (C6) accumulated from two revised books. The knowledge dimension is dominated by conceptual knowledge. Based on this dominance, it can be concluded that the primary outcome of learning Indonesian is text creation. The text created is constructed from the concepts of text knowledge obtained in the learning process.

scholarly journals Prospective English teachers' habits and perceptions of online reading

2014 ◽  
Vol 4 (3) ◽  
pp. 19-34
Author(s):  
Mustafa Naci Kayaoğlu ◽  
Raşide Dağ Akbaş
Keyword(s):  
Language Learning ◽  
Prospective Teachers ◽  
Effective Teachers ◽  
English Language ◽  
English Teachers ◽  
Thinking Skills ◽  
Teaching Profession ◽  
Critical Thinking Skills ◽  
Educational Goals ◽  
Online Reading

One of the basic language skills, reading is considered to be a key to improve critical thinking skills and to grasp different perspectives by experiencing changing nature of world. It is an inevitable fact that teachers, who are responsible for contributing to widen students' horizons and aid them to gain new insights, are still regarded as sources of knowledge even in such an environment surrounded by high technology facilities. Therefore, it is crucial to see whether, and/or how often, prospective English teachers are interested in online reading and what kind of perceptions, or feelings, they have towards reading online and making use of such online readings in their future profession. In this respect, the current study aims to find out prospective English teachers' online reading habits and perceptions. The data was collected via convenience sampling which is a type of non-probability sampling. Accordingly, the study was conducted at two different universities in northern Turkey and a total of 164 prospective teachers of English (37 male, 127 female) took the survey. The study suggests that the literacy focus has been turning from paper to online. Online reading is considered as a valuable source of knowledge, a tool for reaching educational goals, an integral part of English language learning and a crucial constituent of language teaching profession. It seems to contribute a lot to prospective English teachers who are developing their professional, procedural and personal knowledge base so as to be effective teachers of future.

scholarly journals Higher Order Thinking Skills of Children Aged 4-6 Years in Early Language Learning Based on Lesson Study

2021 ◽  
Vol 7 (4) ◽  
pp. 876
Author(s):  
Farida Samad ◽  
Rita Samad ◽  
Sasmayunita Sasmayunita
Keyword(s):  
Language Learning ◽  
Lesson Study ◽  
Creative Thinking ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Early Language ◽  
Higher Order Thinking Skills ◽  
Active Learner ◽  
Academic Year

This study aims to describe the higher order thinking skills of children aged 4-6 years in early language learning based on lesson study. The research method used descriptive qualitative. The subjects of this study were B group students of Telkom Preschool Ternate in  2020/2021 academic year. Data collection was carried out using direct observation, in-depth interviews and documentation that explored children's abilities of critical and creative thinking aspects. Data were analyzed which followed to the three main steps; data reduction, data presentation and verification, and concluding. The study found that early language learning based-on lesson study activities can stimulate children's abilities in critical aspect; 18 students (81.8%) answered questions and retold and 4 students (18.2%) are able to interpret stories. Meanwhile, in creative thinking aspects 10 students (45.5%) have criteria that often appear of completing assignments in the form of the work given by the teacher. The children identify the problem, giving various responses and comments; become active learner both collaboratively in completing sharing and jumping tasks on ‘ profession’

Bridging the Web

2016 ◽  
Vol 6 (3) ◽  
pp. 26-38
Author(s):  
Chia-Pei Wu
Keyword(s):  
Writing Skills ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Internet Technology ◽  
The Internet ◽  
Higher Order Thinking Skills ◽  
Classroom Activities ◽  
Depth Interview ◽  
Use Of The Internet

In this study, 60 students of an EFL writing course participated in a semester-long WebQuest authoring activity. This activity is designed for students to improve their English learning reading and writing skills in the process of WebQuest creation. The study discussed the use of the Internet technology to mediate classroom activities. The study then investigated how students enhanced their writing skills through WebQuest construction. The study also implemented higher order thinking skills by reflecting on their learning progress. Research data was collected from students' reflective journal, in-depth interview, and the final product of student-created WebQuests. The findings indicated that the experimental design facilitated and mediated classroom discussion and cooperative learning. In addition, it enhanced students' writing skills by reading on the Internet. The higher order thinking skills were also represented in students' WebQuest creativity.

scholarly journals Pre-Service English Teachers’ Perception on Higher Order Thinking Skills (HOTS) in English Language Teaching

2019 ◽  
Vol 1 (01) ◽  
pp. 111-122
Author(s):  
Intan Armala ◽  
Endang Fauzia ◽  
Abdul Asib
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Higher Order Thinking ◽  
English Teachers ◽  
Thinking Skills ◽  
Higher Order ◽  
English Language Teaching ◽  
Thinking Skill ◽  
Higher Order Thinking Skills ◽  
Interpretative Approach

Higher order thinking skill is one of the important components for an individual to be able to solve new problems in the 21th century. In the revised Bloom’s taxonomy, HOTS is defined as an incision among the three top levels of ability in the cognitive dimension (analyzing, evaluating, creating), and 3 levels of knowledge dimension (conceptual, procedural, metacognitive). The aim of the present case study was to investigate pre-service English teachers’ perception on Higher Order Thinking Skills in English language teaching. A total of 15 pre-service English teachers in a university in Indonesia participated in this study. The research used questionnaire to collect the data. Data were analyzed using interpretative approach. The result showed that the pre-service English teachers have their perspective about higher order thinking skills by themselves. They are aware towards Higher Order Thinking Skills in English language teaching. They are involving some activities to encourage students in thinking skill. They believed that every student is capable to think critically.

scholarly journals HOTS-Based Analysis on English Reading Comprehension Formative Assessment

2020 ◽  
Vol 4 (1) ◽  
pp. 19-36
Author(s):  
Agus Husein As Sabiq ◽  
Aulia Putri Ardiana
Keyword(s):  
Reading Comprehension ◽  
Formative Assessment ◽  
English Teachers ◽  
Thinking Skills ◽  
Assessment Model ◽  
Ministry Of Education ◽  
Higher Order Thinking Skills ◽  
Descriptive Research ◽  
English Reading ◽  
Quantitative Descriptive

The Ministry of Education and Culture has directed the assessment model at Higher-order Thinking Skills (HOTS), but in reality, students are less trained in solving the model of this assessment. This cause the learning outcomes of students tend to be less by the teachers. Therefore, the assessments made by teachers should be on the basis of HOTS. This study aimed to find out the assessment level of reading comprehension formative assessment administered by the English teachers in reference to HOTS. This research is classified as quantitative descriptive research involving two English teachers in SMA 2 Brebes. The items of formative assessment are analyzed using the cognitive level of the revised Bloom. As a result, the researchers find that the questions categorized as HOTS level obtain 18 out of 91 questions or (19.78%). Meanwhile, 73 out of 91 questions or (80.22%) are categorized as LOTS level. It can be implied that HOTS based questions are not at the dominant level. However, the test meets the requirements of the minimum standard by the Ministry of Education and Culture in the National Exam (UN) that is between 15%-20%. But, it is still a little bit less to the position of PISA questions which requires 20%.

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