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All Journal Jurnal Celtic Journal of English Language Studies
Rosevinda Nabila Putri
Universitas Negeri Jakarta
Languange, Linguistic, Communication & Media

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INCORPORATING HIGHER-ORDER THINKING SKILLS IN ENGLISH LESSON PLANS FOR SENIOR HIGH SCHOOL Rosevinda Nabila Putri; Siti Drivoka Sulistyaningrum
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 8 No. 2 (2021): December 2021
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v8i2.18330

Abstract

Since high order thinking skill is the most significant skills in the twenty-first century, there has been a lot of interest in it nowadays. Incorporating HOTS in the educational field, particularly in assessment, has been broadly employed. However, there is a lack of lesson plans that incorporates high-order thinking skills. This current study aims to explore the higher order thinking skills in lesson plans, particularly English, at Senior High School in Indonesia. This research employs a content analysis approach. A systematic content descriptive text methodology was used to analyse the data, which was based on Anderson and Krathwohl’s Taxonomy's cognitive levels. The data source of this study are 5 English lesson plans at two Senior High Schools in Jakarta. The result of the study indicates that HOTS levels C4, C5, and C6 are found in lesson plans, learning objectives, and learning activities. The result also reveals that the lesson plan needs further revisions to meet the HOTS standards that have been incorporated into the curriculum and national education strategy.
Analysing Critical Thinking and Microlearning Based English Speaking Learning Materials for Students with Mild Intellectual Disabilities Siti Drivoka Sulistyaningrum; Rosevinda Nabila Putri; Atika Herawati
Journal of English Language Studies Vol 8, No 1 (2023): Available Online in March 2023
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v8i1.17249

Abstract

The advancement of the microlearning method has been prevalent and facilitates the pedagogical approach to develop students' critical thinking in 21st-century learning. However, research into English learning materials for speaking, particularly critical thinking and microlearning-based English learning materials for speaking for mildly intellectually disabled students, is limited. Thus, this study reports the existence of microlearning-based learning materials scripts for English-speaking 8th graders for mildly intellectually disabled students, infused with critical thinking skills by employing content analysis. This study uses framework of microlearning from Allela (2021) and critical thinking taxonomy from Anderson & Krathwohl. (2001).  The following are the procedures for analysing critical thinking and microlearning-based English speaking learning materials for students with mild intellectual disabilities: 1) choosing microlearning and critical thinking descriptors; 2) analysing current book content using microlearning and critical thinking skills descriptors; 3) categorizing descriptors that have not covered in existing learning materials.  The findings revealed that the material is not fully infused with critical thinking and microlearning descriptors. The advancement of the microlearning method has been prevalent and facilitates the pedagogical approach to develop students' critical thinking in 21st-century learning. However, research into English learning materials for speaking, particularly critical thinking and microlearning-based English learning materials for speaking for mild intellectually disabled students is limited. Thus, this study reports the existing of microlearning-based learning materials scripts for English-speaking 8th graders for mild intellectually disabled students, infused with critical thinking skills by employing content analysis. The findings revealed that the material is not fully infused with critical thinking and microlearning descriptors.
Co-Authors Atika Herawati SITI DRIVOKA SULISTYANINGRUM