Abstract:
For teaching of speaking classroom, there are various methods and approaches. English speaking
ability has been regarded as a problematic issue in undergraduate students. There has been
interesting research in inserting higher order thinking skills into teaching speaking. This study aims
to reveal how the teacher incorporates higher order thinking skills in teaching academic speaking for
university students and to show the evidence of higher order thinking skills in students' academic
speaking performance when certain strategy is used by teacher. Furthermore, the explanation of
higher order thinking skills were based on Saifer taxonomy (2018). This study is a qualitative study.
It investigates the process of teaching and learning speaking which focus on incorporation higher
order thinking skills. The investigation done by participants in natural setting in the classroom. The
data were teacher's actions in infusing higher order thinking skills while teaching speaking and
students' speaking performance as the evidence of infusion HOTS when the teacher used certain
strategy. The research participant involved teacher of speaking classroom and 20 students English
education department. The findings of the study are the teacher did infusion of higher order thinking
skills in terms of critical thinking and creative thinking skill using questioning strategy. Critical
thinking skills that the teacher infused are parse, evaluate, infer, shift perspective and transfer skills.
Meanwhile, the creative thinking skills are imagine, interpret, theorize, reframe and generate skills.
The incorporation of HOTS conducted in academic activities. Such as, presentation, discussion and
debate. The infusion of higher order thinking skills by the teacher give positive impact to students'
speaking performance. The students are questioned in terms of employing higher order thinking
skills in delivering speaking. The evidences prove that students are able to do so. |
