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All Journal TOFEDU: The Future of Education Journal Proceeding UMSurabaya
Novi Rahmania Aquariza
Nahdlatul Ulama University Of Surabaya
Education Languange, Linguistic, Communication & Media Mathematics Other

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Building Students’ Creativity in Writing through HOTS Learning Novi Rahmania Aquariza
PROCEEDING UMSURABAYA 2019: PROCEEDING MELTC 2019
Publisher : Universitas Muhammadiyah Surabaya

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Abstract

In learning English, there are many ways to build students’ creativity in writing.Teachers out there have their own authority in designing methods and materials whichare commonly used to provoke it. Besides teachers can also use Higher Order Thinking(HOTS) learning design as a way to build students’ creativity in writing. Higher OrderThinking Skills include analysis, synthesis, evaluation and require mastery of previouslevels, such as applying routine rules to familiar or common problems (Keshta, 2013).The implementation of it in the learning process surely will be in line with the learningtarget. Nowadays, HOTS (Higher Order Thinking Skills) becoming more popularbecause it was clearly stated and used in last year National Exam. Thus, through thispaper I will discuss some HOTS activities in learning which can be used to buildstudents’ creativity especially in writing.Keywords: HOTS Learning, Writing.
Students’ Perceptions of Intrinsic Factors Influencing Motivation in Speaking Classes Ruli Antika; Nailul Authar; Edi Pujo Basuki; Mujad Didien Afandi; Novi Rahmania Aquariza
The Future of Education Journal Vol 5 No 2 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i2.1780

Abstract

This study explores students’ perceptions of intrinsic motivational factors that influence their participation in English speaking classes at an Indonesian junior high school. Based on Self-Determination Theory and self-concept in language learning, the study focuses on competence, autonomy, and self-concept as key factors affecting students’ willingness to speak. Using a descriptive qualitative design, this research involved 48 students at a junior high school in Ponorogo, East Java, Indonesia, with 25 students selected for semi-structured interviews after data saturation was reached. Data were collected through classroom observations and interviews over four weeks and analyzed using thematic analysis. The findings show that competence was the most dominant factor, reported by 21 students, or 84%, as students felt more motivated when they completed speaking tasks successfully and received constructive feedback. Autonomy was reported by 18 students, or 72%, showing that topic and peer selection increased engagement. Self-concept was identified by 15 students, or 60%, indicating that students’ positive image of themselves as future English speakers reduced anxiety and encouraged participation. This study concludes that competence, autonomy, and self-concept interact as a motivational triad that strengthens students’ intrinsic motivation in speaking classes.
Co-Authors Edi Pujo Basuki Mujad Didien Afandi Nailul Authar Ruli Antika