Higher Order Thinking Skills Among English Teachers Across Generation in Efl Classroom

Mursyid, Mursyid; Kurniawati, Nia

doi:10.25134/erjee.v7i2.1775

Cited by 17 publications

(20 citation statements)

References 6 publications

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“…This result differs from the study by Mursyid and Kurniawati (2019) who discovered that the Baby Boomers teachers, the more senior ones, were most knowledgeable of HOTS and its practice, as compared to their younger counterparts, the Generation X and Y. In any case, it is suggested that teacher training in HOTS targets novice teachers with the more practical aspects of the concept, taps on the enthusiasm and experience of the Practitioner ones, as well as listens to the opinions of the more senior teachers in HOTS' implementation.…”

Section: What Are the Perceptions Of The Language Teachers Regarding Formulating Hots Questions In Particular And Hots In General?contrasting

confidence: 99%

“…Teachers felt that they lacked the knowledge and experience to construct HOTS-based questions, were not provided with the necessary learning materials and resources, and were impeded by their students' mixed ability (Prihastuti & Widodo, 2019;Retnawati et al, 2018;Tyas et al, 2019). A study on the perceptions of HOTS among teachers of different generations (Baby Boomers, X, and Y) revealed that teachers with more experience had more understanding of HOTS and were striving to implement it in the classroom (Mursyid & Kurniawati, 2019). Nevertheless, English teachers believe in the importance of HOTS and are making attempts to incorporate approaches that promote HOTS in their teaching methodology (Mustika et al, 2019).…”

Section: Hots In the Classroommentioning

confidence: 99%

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Hots Questioning Ability and Hots Perception of Language Teachers in Indonesia

Gozali

Lie

Tamah

et al. 2021

Indonesian J. Appl. Linguist.

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This study is part of a larger-scale research aimed at mapping the pedagogical competence of teachers of English and Indonesian Language across three cities of differing demographic features in Indonesia. As a subset of the study, this paper focused on investigating the ability to formulate higher-order thinking (HOT) questions in the classroom among the teachers, as well as getting their perception about applying HOTS in their classes. The mapping was done by comparing the abilities across teachers’ regions, years of service, and subjects taught (English and Indonesian Language). This research was designed as a case study involving quantitative and qualitative data analyses, with 15 (fifteen) secondary school teachers as the participants. Data were collected through classroom observations, document (lesson plan) analyses, as well as teachers’ interviews. Quantitative analysis was performed on the teachers’ scores in formulating HOTS questions, while teaching documents and transcripts were coded for qualitative analysis. Although the statistical results revealed no significant difference between the HOTS questioning scores of the teachers in the different regions and years of service, qualitative data suggested that language medium, as shown by the difference between English and Indonesian Language teachers, might be an important factor affecting the abilities of teachers to ask HOT questions, as well as their perception of the applicability of HOTS in their classes. The inquiry into the teachers’ perceptions of HOTS also displayed a gap between teachers in the bigger city and those in more remote regions, as well as between the novices and the practitioners.

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Section: What Are the Perceptions Of The Language Teachers Regarding Formulating Hots Questions In Particular And Hots In General?contrasting

confidence: 99%

Section: Hots In the Classroommentioning

confidence: 99%

Hots Questioning Ability and Hots Perception of Language Teachers in Indonesia

Gozali

Lie

Tamah

et al. 2021

Indonesian J. Appl. Linguist.

View full text Add to dashboard Cite

show abstract

“…Teaching reading skills through contextual learning is promising to help students improve their vocabularies, linguistic features, and intellectual capacities. Thus, students may attain a deeper understanding so that they can contribute to their emotional development, intelligence and higher-order thinking skills (Thamrin & Agustin, 2019;Mursyid & Kurniawati, 2019).…”

Section: Introductionmentioning

confidence: 99%

Practicing Contextual Teaching and Learning (Ctl) Approach to Improve Students� Reading Comprehension in Relation to Motivation

Haerazi¹,

Prayati

Vikasari³

2019

ERJEE

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The need to acquire reading skills is increasing along with the needs of students to attain information. Therefore, this study aims at improving student�s reading comprehension viewed from the motivation level using the contextual teaching and learning (CTL) approach at SMPN 1 Jonggat. To this end, a classroom action research consisting of two cycles was applied. Each cycle consisted of four stages, namely plans, actions, observations, and reflections. The subject of this study was the second-grader of SMPN 1 Jonggat, while the object of this study was the use of contextual teaching and learning (CTL) approach to improve students� reading comprehension in relation to motivation. The observation sheets, questionnaires, and reading tests were employed to collect the data. As result, the study showed that the use of CTL approach was effective to improve students� reading comprehension and motivation to learn. Students� achievement was 75 meaning that the passing grade enacted in the school was achieved. Meanwhile, the students� motivation to learn was at the high level as proven by the percentage of students� motivation which was at the standard value. Thus, it can be concluded that Contextual Teaching and Learning (CTL) approach can improve students� motivation to learn as well as their reading comprehension.

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“…Since many language tutors are not trained in HOTS (as would be revealed later in the study), it is difficult for them to implement it. Similarly, Mursyid & Kurniawati (2019) believe that HOTS is a difficult practice generally because it is usually activated when an individual meets and have to deal with unfamiliar challenges who solutions are usually complex, non-structured and non-routined.…”

Section: Resultsmentioning

confidence: 99%

Higher Order Thinking Skills in English Language Teaching: The Case of Colleges of Education in Ghana

Fenyi

Jones-Mensah

2022

Linguistics Initiative

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The teaching and learning of language has, for many years, been centered on the four language competencies- listening, speaking, reading and writing. However, in modern times, the need to train students with critical, analytical, evaluative, creative, and problem-solving skills in order to meet and deal with the complex nature of modern-day challenges and real-life issues has made the teaching and learning of Higher Order Thinking Skills (HOTS) indispensable. This study, therefore, investigates the attitude of language tutors towards the teaching of HOTS. This study has a descriptive qualitative approach. 39 English language tutors from the Colleges of Education who voluntarily availed themselves as participants were recruited for the study. Using semi-structured interviews and classroom observation as data collection instruments, the data were subjected to a thematic analysis. It is revealed that teachers perceive HOTS to be a good concept and hence use strategies such as asking open-ended questions, engaging learners in group works, classroom discussions, lecturing method, asking learners to produce and/or create their own materials and the giving of constructive feedback to implement it. Regardless of all their efforts, teachers face challenges such as incompetency, learner’s low proficiency, learner’s inability to grasp concepts, insufficient and irrelevant teaching materials, time, and financial constraints. The study, therefore, recommends that HOTS be given some more attention in language teaching in Ghana.

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Higher Order Thinking Skills Among English Teachers Across Generation in Efl Classroom

Cited by 17 publications

References 6 publications

Hots Questioning Ability and Hots Perception of Language Teachers in Indonesia

Hots Questioning Ability and Hots Perception of Language Teachers in Indonesia

Practicing Contextual Teaching and Learning (Ctl) Approach to Improve Students� Reading Comprehension in Relation to Motivation

Higher Order Thinking Skills in English Language Teaching: The Case of Colleges of Education in Ghana

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