Innovating with HOTS for the ESL Reading Class

Yoke, Soo Kum; Hasan, Nor Haniza; Jangga, Rohani; Kamal, Siti Nuur-Ila Mat

doi:10.5539/elt.v8n8p10

Cited by 13 publications

(13 citation statements)

References 6 publications

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“…Teachers must make them engaged and benefit from the activities conducted. Teachers should also pay close attention to applying multiple activities in helping to create a learning environment for the 21st millennium (Hugerat, 2014;Yoke, Hasan, Jangga, & Kamal, 2015). The application of technology (Drouin et al,2013;El Khoury & Mattar, 2012) and student-centered applications are important to enhance students' interest in learning rather than teacher-based lectures that makes students passive in class (Farahiza, 2010;Norlia, 2014;Rohayati, 2013).…”

Section: Discussionmentioning

confidence: 99%

Teaching Methods, Achievement and High Order Thinking Skills (Hots) Among Accounting Students in Secondary Schools in Malaysia

Norwani

Yusof

Yahya

et al. 2019

IJEPC

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The purpose of this study is to determine the correlation between Accounting teachers’ use of various teaching methods with achievement and high order thinking skills (HOTS) of Principles of Accounting students. Samples are formed four students from schools in the Batang Padang district in Perak, Malaysia. The objectives of the study are to determine the level of practice of teaching methods, student achievement, and HOTS, the difference of the variables based on gender and quantitative skills and the correlation between teacher teaching methods and student achievement and HOTS. The practice of teaching methods is divided into three constructs namely teaching activities, teaching aids, and teaching and facilitating. The findings show that the mean level of teaching activities is 3.79 (high), teaching aids 4.41 (high) and teaching and facilitating 3.57 (moderate). The overall level of students' achievement is 57.26% at a moderate level. The mean of low-level thinking skills is 5.49, medium-level 32.97 and high-level 13.31. Based on gender, students’ achievement and HOTS differ significantly with male students showing higher scores. Based on the students' quantitative skills, teaching and facilitating, low-level thinking skills and high-level thinking skills show significant differences. The Pearson correlation test between teaching aids and low-level thinking skills showed a significant positive relationship (r = 0.260, p <0.05). Based on the findings, grouping activities such as cooperative learning and systematic practice modules are expected to enhance Accounting students’ mastery and HOTS. The use of game-based learning and interactive teaching methods will have a better impact on students’ learning considering their high interest in such activities. Adequate infra and info structures and tools that facilitate the use of ICT in teaching and facilitating should be made available. Teachers should also ensure variability in teaching activities and teaching aids to enhance students’ motivation and performance.

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Section: Discussionmentioning

confidence: 99%

Teaching Methods, Achievement and High Order Thinking Skills (Hots) Among Accounting Students in Secondary Schools in Malaysia

Norwani

Yusof

Yahya

et al. 2019

IJEPC

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“…The educational development cannot be separated from the world demands. Yoke, Hasan, Jangga, & Kamal(2015)said that the students in this era need Higher Order Thinking Skills knowledge early to prepare them in facing the 21 st century demands. To prepare this demand, the teaching-learning process is expected to have an education transformation related to the teaching and learning system, one of which is by designing HOTS assignments.…”

Section: Introductionmentioning

confidence: 99%

Challenges Faced by English Teachers: Implementation of Higher Order Thinking Skills (HOTS) in Designing Assignments in East Indonesia

Ginting

Kuswandono

2020

Pedagogy

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Higher Order Thinking Skills (HOTS) have been implemented in Indonesia as part of the 21st Century learning to face Industry Revolution 4.0. The implementation of HOTS is also fully supported by the Minister of Education (MoE) considering, that those critical thinking skills are fundamental to facilitate the graduates with problem-solving and decision making. Nevertheless, very limited references discuss English teacher perceptions on the implementation of HOTS in terms of designing assignments for English learning. As HOTS implementation cannot be separated from the teachers’ role, the teachers are supposed to exhibit good skills in designing assignments by integrating HOTS aspects. The research question and objective of this study relate to the following issue: what are the challenges of designing HOTS assignments as perceived by English teachers in East Indonesia? The research participants were twenty Senior High School English teachers in Flores Island, East Nusa Tenggara, Indonesia. The researchers developed our research instruments, namely questionnaire, class observation, Focus Group Discussion (FGD), and interview. The data were subsequently cross-checked with the results from each instrument to triangulate the data consistency. This study indicated that the participants had a positive perception of designing HOTS assignments. However, the participants also faced challenges in its implementation. They were divided into three categories, namely: teachers’ knowledge, teachers’ preparation, and students’ limited ability. These findings also provided the reasons why English teachers need to construct positive awareness on the importance of HOTS in designing assignments to improve the quality of the English learning process.

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“…When students are engaged in discussion, they get to stimulate their thinking skills because they are required to contribute ideas and opinions (Charanjit et al, 2018). This notion of enhancing HOTS through collaboration is also emphasised by other studies (Zainudin et al, 2018;Mohd & Ahmad, 2017;Soo et al, 2015;Zuraina, 2009). Discussion is necessary to facilitate good cooperation among students.…”

Section:  Teachers' Practices That Promote Hots In Language Subjectsmentioning

confidence: 87%

“…Discussion is necessary to facilitate good cooperation among students. For that reason, the researcher discovers that teachers conducted classroom and online discussion to increase students' collaboration and thinking ability (Soo et al, 2015).…”

Section:  Teachers' Practices That Promote Hots In Language Subjectsmentioning

confidence: 99%

The Teaching of Higher Order Thinking Skills (Hots) in Malaysian Schools: Policy and Practices

Chun¹,

Abdullah²

2019

MOJEM

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As a move towards educational transformation, the Ministry of Education (MOE) has established a policy on the teaching of Higher Order Thinking Skills (HOTS) and its practices are being emphasized throughout Malaysian education system. However, due to a lack of meta-analysis, the types of pedagogical practices used by teachers in enhancing students' HOTS in the local context is unclear. This study used a meta-analytical approach to fill in the gap in literature on the pedagogical practices of HOTS in Malaysian classrooms. A total of 32 empirical studies were included in the analyses. Therefore, this paper aims at synthesising the pedagogical practices of teaching HOTS among Malaysian teachers. The findings offered a synthesis of HOTS pedagogical practices employed by teachers in Malaysian schools, which could be categorised as practices that promote and practices that inhibit the teaching of HOTS. The synthesis revealed that some practices that promoted the teaching of HOTS were brainstorming, constructivist learning, inquiry teaching, thinking map, and problem-based learning whereas some practices that inhibited the teaching of HOTS were teacher-centered learning and teaching lower-order thinking skills.

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Innovating with HOTS for the ESL Reading Class

Cited by 13 publications

References 6 publications

Teaching Methods, Achievement and High Order Thinking Skills (Hots) Among Accounting Students in Secondary Schools in Malaysia

Teaching Methods, Achievement and High Order Thinking Skills (Hots) Among Accounting Students in Secondary Schools in Malaysia

Challenges Faced by English Teachers: Implementation of Higher Order Thinking Skills (HOTS) in Designing Assignments in East Indonesia

The Teaching of Higher Order Thinking Skills (Hots) in Malaysian Schools: Policy and Practices

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