The Preliminary Research of Developing HOT Project-Based-Speaking Assessment to Stimulate the Students’ Critical Thinking and Creativity

Abstract

2013 curriculum encourages the senior high teachers to successful develop Higher Order Thinking (HOT) assessment in the teaching and learning process. Therefore, this study is conducted to investigate the preliminary research of developing project-based-speaking assessment to stimulate the students' critical thinking and creativity in English learning. This study uses descriptive qualitative method at SMA N 15 Semarang. The data are gathered through observation, interview, and questionnaire which are aimed to know the existing of the implementation of HOT project assessment. The first results indicated that the English teacher never gave and developed project-based-speaking assessment to stimulate the students' critical thinking and creativity in English learning. The teacher got difficulties in constructing items for HOT speaking assessment and arranging the learning instruments as the needs of the implementation 2013 curriculum. Likewise, the students also never did any speaking project in English learning, and they often got bored during the teaching and learning process. In conclusion, both English teacher and students never did any project-based-speaking assessment in English learning.

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

“…The findings of this study may be related to what other scholars have discovered. Most teachers need to develop their HOTS questions expertise through incorporating students' creativity, problem-solving, and analytical thinking capabilities (Setiawan et al, 2018), which takes time to design and prepare. The participants in this study, who were English instructors, found it challenging to balance their time planning HOTS assignments with their tight schedule.…”

Challenges Faced by English Teachers: Implementation of Higher Order Thinking Skills (HOTS) in Designing Assignments in East Indonesia

“…The result of this research can be correlated to what other researchers have found. Most teachers need to improve their competence in HOTS questions by including students' creativity, problem solving and critical thinking skills (Setiawan et al, 2018) which needs time to design and prepare those skills. In this research, the participants as English teachers still found challenges to manage their time in designing HOTS assignments.…”

“…However, most of the teachers still found obstacles to implement HOTS in the process of teaching and learning since teachers' knowledge of HOTS is still low. Setiawan, Anggani & Bharati (2018)showed on their research that most teachers need to improve their competence and understanding of HOTS, particularly for designing activities related to teachers' creativity and critical thinking. It was found that teachers faced challenges to develop learning tasks in facilitating HOTS, which denotes that the teachers' ability to apply HOTS in the learning and teaching process is still quite limited (Ganapathy et al, 2017).…”

Critical thinking in cognitive domain: Exploring assessment of English teaching at pandemic period of covid-19

“…The other study was done by Setiawan and Bharati (2018), they concluded that the implementation of the project-basedspeaking assessment succeeded in stimulating students' critical thinking and creativity in learning English. Although several researchers have revealed the role of the cognitive domain in assessment, no one has explored the ability of lecturers to prepare critical thinking assessments in the cognitive realm, especially in Indonesia.…”