Exploring Primary School Teachers’ Challenges in Incorporating Higher Order Thinking Skills (HOTS) in English Classroom

Abstract

Primary School Malaysia teachers struggle to incorporate Higher Order Thinking Skills (HOTS) in the English classroom. Hence, this descriptive research was conducted among 30 English teachers in Song, Sarawak. It aims to identify the teachers' challenges while incorporating the HOTS in teaching English classrooms. The data collection method used in this study was survey questionnaires. The data were analyzed using a 4-liked scale. The finding revealed that teachers still have faced some challenges in incorporating HOTS in their classrooms. Through the analysis from the survey questionaries, three subthemes were identified. The three subthemes are Teacher's Knowledge, Teacher's preparation, and Pupil's Aspect.

Integrating Higher Order Thinking Skills (HOTS) Into English Language Teaching for Elementary School Students: Teachers' Perspectives and Challenges

“…Additionally, the teachers struggled to manage the varied ability class. This is consistent with Musa and Yamat (2021) observation that teachers encounter considerable challenges as a result of their students' cognitive capacities, mastery of fundamental or previous skills, and focus. The majority of teachers felt that certain students, particularly those who struggled to acquire basic skills, require ongoing assistance.…”

“…It is reasonable to conclude that instructors require rigorous HOTS teaching. Musa and Yamat (2021) argue that the most challenging problem for such teachers was teaching ideas they did not entirely grasp and communicating abilities to pupils they did not fully grasp. Additionally, the teachers struggled to manage the varied ability class.…”