This research aims to explore the rural teacher’s strategy in teaching Higher Order Thinking Skills based on the 2013 curriculum. By using qualitative approach, the researchers collect the data employs non-participant observation in the teaching and learning process, interviewed the English teacher, also documents by collecting the lesson plan made by one of the English teacher in one of Junior High School in Gaung District. The result of this research showed that the teacher used determining learning objectives with the eight characteristics of the lesson plan for 2013 curriculum, teach through questioning with LOTS questions, practice before assessment but it’s not effective, also provide assessment and feedback to develop students’ Higher Order Thinking Skills. The researchers also found that the teacher miss the step of review, refine and improve because she did not collect the students’ feedback. Based on the finding above, the researchers conclude that the teacher has been trying to do the steps to develop the students’ HOTS, but the development of HOTS in the rural area is not reach the expectation of the Higher Order Thinking based on 2013 curriculum.

This research aims to explore the rural teacher’s strategies to develop students’ Higher Order Thinking Skills based on the 2013 curriculum in the rural area of Indonesia. The participant of this research is one English teacher who teach in the Junior High School in Gaung district. By using qualitative approach, the researcher collect the data employs non-participant observation in the teaching and learning process, interviewed the English teacher, also documents by collecting the lesson plan made by one of the English teacher. The result of this research showed that the teacher develop the students’ Higher Order Thinking Skills by determining learning objectives with the eight characteristics of the lesson plan for 2013 curriculum, teach through questioning with LOTS questions, practice before assessment but it’s not effective, also provide assessment and feedback. The researcher also found that the teacher miss the step of review, refine and improve because she did not collect the students’ feedback. Based on the finding above, the researcher conclude that the teacher has been trying to do the steps to develop the students’ HOTS, but the development of HOTS in the rural area is not reach the expectation of the Higher Order Thinking based on 2013 curriculum.

This research aims to explore the rural EFL teacher’s challenges in improving students’ higher order thinking skills. The participant of this research was one English teacher who teach in the Junior High School in Gaung district. By using qualitative approach, the researchers collected the data employs non-participant observation in the teaching and learning process, interviewed the English teacher, and took documents by collecting the lesson plan. The result of this research showed that the challenges in teaching higher-order thinking skills in the rural area are the teacher’s knowledge and ability to teaching for HOTS is still low, passive students, students’ low English proficiency, the limitation of the school facility, and lack of sources. Based on the finding above, this research recommends to the school to give a facility or train the teachers about how to teach the students’ higher-order thinking skills based on the demand of 2013 Curriculum. Besides that, the development of HOTS in the rural area is not easy for the teachers because of all those challenges. So, the headmaster or the education authorities should find the solution to make all the students in the rural area can reach the expectation of the Higher Order Thinking based on 2013 curriculum.