Abstract:
The study about the integration of higher-order thinking skills (HOTS) in English language teaching
has mainly focused on HOTS-based test items. Little is known about what teachers perceived about
benefits and challenges in its integration. Knowing how teachers perceived benefits and challenges
they encountered gives a depiction of its integration in classroom practices. This case study explores
EFL teachers perceived benefits and challenges of the integration of HOTS in teaching reading. The
study also seeks how teachers solve their challenges. The participants in this study are two
experienced EFL teachers from a public senior high school in East Java, Indonesia. The data were
collected through questionnaires and semi-structured interviews. The data then were analyzed using
interactive model data analysis (Miles, Huberman, & Saldana, 2014) that included data condensation,
data display, and drawing and verifying conclusions. The results of this study have implications for
further teachers' professional development related to the integration of HOTS in English language
teaching. |
