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All Journal Journal of Education Technology Journal of Language Intelligence and Culture
Armala, Intan
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Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences

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Pre-Service English Teachers’ Perception on Higher Order Thinking Skills (HOTS) in English Language Teaching Armala, Intan; Fauzia, Endang; Asib, Abdul
Journal of Language Intelligence and Culture Vol. 1 No. 01 (2019): Journal of Language Intelligence and Culture
Publisher : Faculty of Tarbiyah and Teacher Training, IAIN Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jlic.v1i01.16

Abstract

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.
Exploring Students’ LOTS and HOTS in Answering Reading Questions Armala, Intan; Fauziati, Endang; Asib, Abdul
Journal of Education Technology Vol. 6 No. 3 (2022): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v6i3.46427

Abstract

In the twenty-first century, the education world must fulfill the demands for teaching and learning connected to thinking abilities. For people who are more nuanced and intellectual, the ability to think is necessary. Students must be able to think to reach their learning objectives. Teachers face dilemmas in the classroom in terms of higher-order thinking skills. Teachers incorporate higher-order thinking skills into the teaching and learning process to provide experiences to students, especially in answering questions about higher-order thinking skills. Students often have difficulty answering HOTS questions. As a result, students have difficulty answering reading comprehension questions. This study aimed to explore what students' LOTS and HOTS were in response to reading questions. This type of research is descriptive and qualitative. Data was collected by giving a reading test to 18 students. The instrument used in collecting data is a questionnaire. The data analysis technique is descriptive qualitative analysis. The results showed that the student's ability to answer reading questions based on the LOTS was good. Second, the ability of students to answer reading questions based on HOTS is lacking. Third, the difference in student's ability to answer reading questions based on LOT and HOT is enough. As a result of these findings, students' ability to answer reading questions based on LOTS and HOTS should be improved.
Co-Authors Abdul Asib Endang Fauziati Fauzia, Endang