A Review of Research on the Use of Higher Order Thinking Skills to Teach Writing

Singh, Rhashvinder Kaur Ambar; Singh, Charanjit Kaur Swaran; Tunku, M T M; Mostafa, Nor Azmi; Singh, Tarsem S. M.

doi:10.5539/ijel.v8n1p86

Cited by 39 publications

(37 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Sudjana states that the cognitive domain is the target of learning outcomes related to memory about knowledge, skills, and intellectual abilities [5]. Bloom's taxonomy in the cognitive domain is the most recognized basic framework for categorizing educational, test and curriculum objectives in the world [6].…”

Section: Resultsmentioning

confidence: 99%

“…Contextual in the context of foreign language learning, including how students are able to overcome communication problems when faced with oral and written communication situations encountered in real life such as filling out biodata forms, asking questions about personal data when registering for courses, shopping (asking and bargaining prices), make appointments and so on. Some of the questions in the data source meet these criteria as in the following example: (6) There is a conversation between friends that discuss invitations to do activities to spend spare time. The context of this conversation is common in everyday life.…”

Section: Based On Contextual Problemsmentioning

confidence: 99%

See 1 more Smart Citation

HOTS Implementation in French Learning Assessment in High Schools

Kusrini¹,

Munifatullah²,

Trisna³

2021

Proceedings of the 2nd International Conference on Progressive Education, ICOPE 2020, 16-17 October 2020, Universitas Lampung,

View full text Add to dashboard Cite

The 2013 curriculum aims to create generation that has 21st century skills: creative, critical thinking, communicative and collaborative (4C). To achieve this goal, it is necessary to integrate higher thinking skills (HOTS) in learning. This study aims to identify the implementation of HOTS in learning assessement of French in high school and to describe the understanding level of French teachers about HOTS and its implementation. It is a qualitative descriptive analytic study with documentation and in-depth interviews for data collection. In this research, 8 packages of grade 10 final tests from five schools in Lampung, totaling 348 questions and interviews are used as sources of data. The results of the analysis show that the composition of the questions on the exam already contains questions with HOTS characteristics consecutively as follows : remembering/C1 (36.78%), understanding/C2 (53.16%), applying/C3 (7.47%), analyzing/C4 (2.58%). Evaluation is an important aspect but cannot be separated from the objectives and the learning process. Referring to the interview with five French teachers, the low percentage of HOTS questions is due to the lack of their knowledge in designing HOTS questions and implementing HOTS-based learning process. On the other hand, the description of basic competencies in French syllabus that they use as reference in determining objectifs and learning process does not relfect the higher thinking order.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Based On Contextual Problemsmentioning

confidence: 99%

HOTS Implementation in French Learning Assessment in High Schools

Kusrini¹,

Munifatullah²,

Trisna³

2021

Proceedings of the 2nd International Conference on Progressive Education, ICOPE 2020, 16-17 October 2020, Universitas Lampung,

View full text Add to dashboard Cite

show abstract

“…HOTs also cover four main higher skills namely, critical thinking, problem solving, decision-making, and creative thinking skills (Lewis & Smith, 1993). Additionally, it includes critical, logical, reflective, metacognitive, and creative thinking skills (Singh et al, 2018). Based on Bloom's Taxonomy (Bloom et al, 1971) of educational objectives, high level thinking skills include the upper three levels of cognition: a) Analysis that emphasizes breakdown of whole concept or idea into minor parts and identifies the relationship between parts and the whole, b) Synthesis which helps putting parts together to form a whole and focuses on the way of constructing such a whole, and c) Evaluation which refers to making judgments about the value of ideas or materials using criteria and standards (Zohar, Degani, & Vaaknin, 2001;Marzano & Kendall, 2006;Lee Allen & Wern, 2011;Naraynan & Adithan, 2015).…”

Section: Higher Order Thinking Skills (Hots)mentioning

confidence: 99%

Engaging ESP University Students in Flipped Classrooms for Developing Functional Writing Skills, HOTs, and Eliminating Writer’s Block

Salem¹

2018

ELT

View full text Add to dashboard Cite

The current study aims to investigate the impact of using flipped classroom approach on improving functional writing skills of business majors. Also, it aims to enhance some Higher Order Thinking (HOTs) skills including analysis, evaluation, and creation. Additionally, the study may help in eliminating writer’s block of the study sample. A standardized functional writing skill Pre and Posttest, Higher Order Thinking (HOTs) skills test and writer’s block questionnaire have been used to assess the target gains of students at the end of the study. The Quasi-experimental research design was used to investigate progress achieved by the sample of the study which included (51) business majors; (26) business students for the experimental group and (25) for the control group. The findings revealed large gains in functional writing skills, HOTs in favor of experimental group compared with the control group with minimized writer’s block based on the T-test differences in scores. Also ANOVA statistics among the quizzes targeted individual skills during the experiment showed on-going progress in both targeted skills and reduced writer’s block. It is recommended that flipped learning approach should be used in language learning practices.

show abstract

“…Bart (2010) proposes that "critical thinking is a crucial 21 st century skill". Additionally, Singh et al (2018) argue that being able to think creatively and critically enables students to face the real world. As the students in this study are the 21 st century generation, they inevitably are required to have these skills.…”

Section: Introductionmentioning

confidence: 99%