Integrating Higher Order Thinking Skills (HOTS) of Young Adolescent Students through Scientific Approach in English Language Learning

Abstract

This study presents the results of qualitative study aiming at investigating how teachers integrated HOTs in English learning through scientific approach, what benefits gained by the students in their learning; what are teachers’ constraints faced and how to overcome them. Two classes of seventh graders from two different schools were involved as the subjects of this study. Classroom observation, interview with the teachers and the students, and documents analysis were occupied as the instruments in collecting the data. The findings from classroom observation revealed that all principles of scientific approach, called 5M (observing, questioning, associating, exploring, and communicating) were implemented to promote the students’ HOTs in those two classes. The teacher also admitted in the interview that this method seemed to be motivated and enjoyable since they got opportunity to knowsome language exposure  and experience in using the language. In this situation, they felt free to express their ideas, arguments, and responses to the questions based on their prior knowledge and experience. Their promoted skills can be seen from their written works of the
students while the integration with HOTs done by the teachers was proved from the lesson plan they made.