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All Journal Indonesian Journal of Applied Linguistics (IJAL) Ta´dib Conciencia EL-IDARE: JURNAL MANAJEMEN PENDIDIKAN ISLAM Vision: Journal for Language and Foreign Language Learning JEES (Journal of English Educators Society) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature JIP: Jurnal Ilmiah PGMI Al Ishlah Jurnal Pendidikan IJoLE: International Journal of Language Education Register Journal Pendas : Jurnah Ilmiah Pendidikan Dasar IRJE (Indonesian Research Journal in Education) Wiralodra English Journal (WEJ) LOYALITAS: Jurnal Pengabdian Kepada Masyarakat ACITYA Journal of Teaching & Education Journal of English Education and Teaching (JEET) Linguists: Journal of Linguistics and Language Teaching SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Jurnal Educatio FKIP UNMA International Journal of Educational Review Language and Education Journal JOLLT Journal of Languages and Language Teaching Jadila: Journal of Development and Innovation in Language and Literature Education The Art of Teaching English as a Foreign Language (TATEFL) Al-Fikru: Jurnal Ilmiah Fitrah: Journal of Islamic Education Jurnal Inovasi Pengabdian Masyarakat Pendidikan Studies in English Language and Education JELT (Jambi-English Language Teaching) I-PHILANTHROPY: A Research Journal on Management of Zakat and Waqf International Journal of Innovation and Education Research REGISTER JOURNAL LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Annisa Astrid
Universitas Islam Negeri Raden Fatah Palembang
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Journal : JOLLT Journal of Languages and Language Teaching

 1 
Higher Order Thinking Skill (HOTs): EFL Students’ Levels and Challenges in Writing Discussion Sections of Theses Syafryadin Syafryadin; Shanina Bt. Sharatol Ahmad Shah; Annisa Astrid
Journal of Languages and Language Teaching Vol 11, No 4 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i4.8699

Abstract

HOTS is essential to be owned by English education students, especially in writing discussion because it made them being critical in writing their discussion. Thus, tThis study aims to determine the level of HOTS in writing the discussion section of the thesis, the difficulties faced by students in criticizing research results in the discussion section of the thesis and the challenges faced by the thesis supervisor lecturers in guiding students to write critical discussions. This study was motivated by complaints from students who experienced difficulties in writing the discussion section of the thesis, so it was necessary to do research on this matter. One alternative solution that can be done is the implementation of students' HOTS in writing, so that students can better critique the results of research data analysis in the discussion section. This study applies case studies which are part of qualitative research. The samples of this study were 5 student thesis discussions from the University of Bengkulu English Language Education study program. This study uses writing rubrics and interview guides as research instruments. The data obtained was analyzed qualitatively by applying several stages such as data reduction, data presentation and drawing conclusions. The result showed that students implemented HOTS in writing their discussion, but only in the level of analyzing and evaluation. Students could not reach the level of creating. Another result showed that students faced problems in writing their discussion, either technical problems, language problems, or content problems. It is the same as what happened to the lecturer supervisors. They got challenged in guiding students in writing their discussions. Their challenges were students’ language ability in writing, time management, ideas, and sources.
Higher Order Thinking Skill (HOTs): EFL Students’ Levels and Challenges in Writing Discussion Sections of Theses Syafryadin, Syafryadin; Shah, Shanina Bt. Sharatol Ahmad; Astrid, Annisa
Journal of Languages and Language Teaching Vol. 11 No. 4 (2023): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i4.8699

Abstract

HOTS is essential to be owned by English education students, especially in writing discussion because it made them being critical in writing their discussion. Thus, tThis study aims to determine the level of HOTS in writing the discussion section of the thesis, the difficulties faced by students in criticizing research results in the discussion section of the thesis and the challenges faced by the thesis supervisor lecturers in guiding students to write critical discussions. This study was motivated by complaints from students who experienced difficulties in writing the discussion section of the thesis, so it was necessary to do research on this matter. One alternative solution that can be done is the implementation of students' HOTS in writing, so that students can better critique the results of research data analysis in the discussion section. This study applies case studies which are part of qualitative research. The samples of this study were 5 student thesis discussions from the University of Bengkulu English Language Education study program. This study uses writing rubrics and interview guides as research instruments. The data obtained was analyzed qualitatively by applying several stages such as data reduction, data presentation and drawing conclusions. The result showed that students implemented HOTS in writing their discussion, but only in the level of analyzing and evaluation. Students could not reach the level of creating. Another result showed that students faced problems in writing their discussion, either technical problems, language problems, or content problems. It is the same as what happened to the lecturer supervisors. They got challenged in guiding students in writing their discussions. Their challenges were students’ language ability in writing, time management, ideas, and sources.
Co-Authors Abdul Gafur Marzuki Abdullah Idi Aghor Aqdam Ahmad Zainuri Alamsyah Harahap, Alamsyah Amalia Hasanah Amalia Hasanah Arrofiq, Ahmad Latif Arvin Efriani Basri, Tiffanie Chairuman, Muhamad Chalik Cindi Oktavianti Cukup Islamiarso Darmanto Deta Desvitasari Dewi Warna DEWI, JUITA SARI PUSPITA Dian Eka Chandra Wardhana Dian Eka Chandra Wardhana, Dian Eka Chandra Dian Erlina Dirgantara, M. Raditya Ramadhani Dwi Amrina , Rizqy Dwi Saputri, Mar'atul Latifah Eko Saputra Eko Saputra Eko Saputra Eko Saputra Erisa Ardika Prasada Erlina, Dian Fatimah Azzahra Ferianto Firmansyah Firmansyah Fitri Alya Okta Sukma Fitri Alya Okta Sukma Haryani Haryani Hasanah, Amalia Heru Purwansyah Hikmah Endraswati Holandyah, Muhammad Holidi Holidi Husnaini Husnaini husnaini, husnaini Ida Ayu Putu Sri Widnyani Ihwanah, Al Illa, Dwi Marisa Irja Putra Pratama Istikomah Istikomah Juita Sari Puspita Dewi Karoma, Karoma Khofifah Indah Sari Lenny Marzulina, Lenny Maryamah Melis Melis Meshy Berliana Fathonah Mirrah Salsabila Muhamad Chalik Chairuman Noermnzah, Noermnzah NURUL WAHYUNI Nurwijayanti Nyayu Khodijah Nyayu Lulu Nadya, Nyayu Lulu Okta Sukma, Fitri Alya Prabowo Lukito Puspita Sari, Nina Ayu Putri, Himah Zalifah Radiyah Radiyah Rahman, Putri Ramadani Nur Renny Kurniasari Ridha Ilma Ridha Ilma Ridha Ilma, Ridha Rizqy Dwi Amrina Rizqy Dwi Amrina Sabrina, Alra Safnil, Safnil Shah, Shanina Bt. Sharatol Ahmad Shanina Bt. Sharatol Ahmad Shah Shynta Amalia Sudarmaji, Imam Suherdi, Didi Sukirman Sukma, Fitri Alya Okta Syafryadin Syafryadin Syafryadin Syafryadin Syafryadin, Syafryadin Widya Karamina Widya Karamina Winny Agustia Riznanda Yuliana Yuliana Yuliyanti, Ai Yeni Yurika Sari, Putri Zuhdiyah Zuhdiyah, Zuhdiyah