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 Effect of Instructions in Course Book Tasks on Promoting Higher-Order Thinking Skills

2021 ◽  
Vol 14 (12) ◽  
pp. 218
Author(s):  
Hanoof Khalid Alshaiji ◽  
Shaima Jamal Al-Saeed
Keyword(s):  
Critical Thinking ◽  
Cognitive Skills ◽  
English Language ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Critical Thinking Skills ◽  
English Language Teaching ◽  
Educational Systems ◽  
Higher Order Thinking Skills

As stakeholders of educational systems, teachers are urged to participate in social change through the implementation of critical thinking skills into the educational setting. English language teaching has primarily focused on critical thinking, particularly in the recent years. Therefore, teachers are required to examine their teaching materials to ensure that they meet the needs of the 21st century. This study investigates the extent of implemented higher-order thinking skills using revised Bloom’s taxonomy. It examines tasks in course books used at the College of Technological Studies at the Public Authority of Applied Education and Training in Kuwait. The course books examined are Tech Talk at the elementary, pre-intermediate, and intermediate levels. The findings of this study prove that most of the tasks in the sample chosen encourage students’ lower cognitive skills. Therefore, syllabus and material designers and teachers should include tasks that foster higher-order cognitive skills. The results are expected to serve as reference for direct language teachers when planning lessons in their course book adaptation and with curriculum development.  

scholarly journals Teacher’s Beliefs and Practices in the Integration of Higher Order Thinking Skills in Teaching Reading

2019 ◽  
Vol 2 (4) ◽  
pp. 541-555
Author(s):  
Muhammad Ansori ◽  
Joko Nurkamto ◽  
Suparno Suparno
Keyword(s):  
English Language ◽  
Classroom Practices ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
English Language Teaching ◽  
Teaching Reading ◽  
Higher Order Thinking Skills ◽  
Beliefs And Practices ◽  
Teacher's Beliefs

Higher Order Thinking Skills (HOTS) is an essential skill for students to compete in this technological age. Hence, teachers need to hold strong beliefs about HOTS as it influences their classroom practices. Moreover, the study about HOTS in English language teaching has not been widely explored. This case study seeks to explore teacher’s beliefs in the integration of HOTS in teaching reading and how the beliefs are reflected in classroom practices. Further, it also investigates the factor influencing the teacher’s beliefs and practices. The participant was an experienced English teacher in a public senior high school. Data were collected using interviews, observation, and review of documents. Data then were analyzed using the Pattern Matching technique (Yin, 2018) and interactive model data analysis (Miles, Huberman, & Saldaña, 2014). The results revealed that the teacher held strong beliefs about the integration of HOTS in teaching reading. These beliefs include belief about the conception of HOTS, the importance of HOTS, the role of the teacher, the strategies to promote HOTS, and the assessment of HOTS. In practice, the teacher did not fully reflect what she believes, especially about the assessment of HOTS. It also found that training, learning experience, teaching experience, institutional factor, student factor, and availability of learning support influenced teacher beliefs and practice in integrating HOTS in teaching reading. This study implies that there needs more teachers’ professional development to support the successful integration of HOTS in English language teaching.

Incorporating Higher Order Thinking Skill (HOTS) Questions in ESL Classroom Contexts

2018 ◽  
Vol 4 (1) ◽  
Author(s):  
Khairon Nisa Shafeei ◽  
Hanita Hassan ◽  
Fauziah Ismail ◽  
Azian Abdul Aziz
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Questionnaire Data ◽  
Thinking Skill ◽  
Esl Teachers ◽  
Higher Order Thinking Skills ◽  
Proficiency Level ◽  
Learning Challenges ◽  
Language Classrooms

Malaysia is preparing to face 21st century learning challenges in order to fulfill the global needs. As a result, Higher-Order Thinking Skills (HOTS) have been introduced in the education system with the purpose to produce critical students who are able to compete at the international arena. Thus, this study investigated the question types used by teachers of English as a second language (ESL). Besides, this study also examined the challenges faced by the teachers in incorporating HOTS element in their teaching. The data for this study were gathered by means of class observations, interviews and questionnaires. The data collected by means of classroom observation and interviews were analysed thematically whilst the questionnaire data were analysed using descriptive statistic method. The findings of this study reveal that ESL teachers favour display questions or LOTS compared to referential questions, HOTS. This is due to lack of knowledge regarding HOTS questions and students' English low proficiency level. This study, therefore, recommends that ESL teachers are in need of adequate training on HOTS before they can successfully implement HOTS in language classrooms and further relevant studies should focus on the ways in which HOTS can be incorporated in ESL classrooms.

scholarly journals The Relationship between Higher Order Thinking Skills and Academic Performance of Student in Mathematics Instruction

2017 ◽  
Vol 10 (11) ◽  
pp. 78 ◽  
Author(s):  
Benidiktus Tanujaya ◽  
Jeinne Mumu ◽  
Gaguk Margono
Keyword(s):  
Academic Performance ◽  
Mathematics Instruction ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Research Subjects ◽  
Thinking Skill ◽  
Grade Point ◽  
Higher Order Thinking Skills ◽  
The Relationship

Higher order thinking skills (HOTS) is one of important aspects in education. Students with high level of higher order thinking skills tend to be more successful. However, do this phenomenon also happen in the learning of Mathematics? To answer this question, this research aims to study the relationship between HOTS and students' academic performance in Mathematics instruction. The research is conducted by occupying correlation research method on 41 students of mathematics education in university of Papua who had already completed 120 credits. The instrument in a test format for HOTS measurement has two main indicators; the critical thinking skill and creative thinking skill. Students are selected as research subjects, and are asked to do 9 questions of HOTS test in 60 minutes. The holistic rubric is used to assess the higher order thinking skills of students. The results of research show that these two variables have a high value of correlation (r = 0.814) and the regression equation is grade point average = 2,105 + 0,017 HOTS. Both of statistics show that there is a significant relationship between HOTS and students' academic achievement.

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