2024_Perceptions Of Teachers And Students On The Use Of Thinking Skills In English Language Classrooms In West Lombok, Indonesia
| Format: | General Document |
|---|
| _version_ | 1860798346102308864 |
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| collectionurl | https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection3 |
| copyright | Copyright©PWB2025 |
| country | Malaysia |
| date | 2024-10-28 |
| format | General Document |
| id | 17397 |
| institution | UniSZA |
| originalfilename | 17397_060c236b486376b.pdf |
| person | Zahratul Aeni |
| recordtype | oai_dc |
| resourceurl | https://intelek.unisza.edu.my/intelek/pages/view.php?ref=17397 |
| sourcemedia | Server storage Scanned document |
| spelling | 17397 https://intelek.unisza.edu.my/intelek/pages/view.php?ref=17397 https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection3 General Document Malaysia Library Staff (Top Management) Library Staff (Management) Library Staff (Support) Terengganu Faculty of Languages & Communication English application/pdf 1.5 www.ilovepdf.com Server storage Scanned document Universiti Sultan Zainal Abidin UniSZA Private Access Universiti Sultan Zainal Abidin 139 Copyright©PWB2025 Indonesia Teachers—Attitudes Students—Attitudes Dissertations, Academic 2024-10-28 Zahratul Aeni Thinking Skills 2024_Perceptions Of Teachers And Students On The Use Of Thinking Skills In English Language Classrooms In West Lombok, Indonesia uuid:f29f0f2b-7fd3-45e6-8cd0-773d86497a0b Students’ perceptions Mixed-methods research English language teaching Higher Order Thinking Skills (HOTS) Lower Order Thinking Skills (LOTS) Secondary school education Teachers’ perceptions Curriculum 2013 Critical thinking English language—Study and teaching—Indonesia Thinking skills—Study and teaching—Indonesia Critical thinking—Education—Indonesia Creative thinking—Education—Indonesia Curriculum planning—Indonesia Secondary education—Indonesia Educational innovation—Indonesia Mixed methods research Introduction: In the last ten years, Indonesia issued the 2013 curriculum to generate productive, creative, and innovative students. The English language subject in secondary schools aims to build students' communicative skills and instil the nation's noble values in life to increase the nation's global competitiveness. It can be achieved by incorporating the ability to think critically and creatively into various scopes of learning. Thinking skill is developing possible answers to questions based on an analysis of a situation, phenomenon, question, or problem to arrive at a convincing conclusion. This process is known as the cognitive process or critical thinking. Research on Lower Order Thinking Skills (LOTS) and Higher Order Thinking Skills (HOTS) has been widely conducted in many areas in Indonesia. However, this field of study has not been investigated in West Nusa Tenggara, especially West Lombok. Thus, this study aims to explore the application of thinking skills in teaching the English language at secondary schools in West Lombok and to investigate teachers' and students' perceptions toward the implementation of thinking skills in English language classrooms. Method: This study was a mixed method with an exploratory sequential design, in which qualitative data were collected first, followed by quantitative data. The qualitative data were collected by interviewing ten (10) English language teachers who met the purposive sampling requirements. Quantitative data were collected by distributing a questionnaire to English language teachers and students respectively, selected using simple random sampling. Furthermore, the data were analysed using thematic analysis for the qualitative data. In the meantime, the quantitative data were analysed descriptively by finding the mean and standard deviation using SPSS. Result: The findings revealed that the implementation of thinking skills (LOTS and HOTS) in West Lombok was still under planning, so it has yet to be implemented optimally. Some teachers were unfamiliar with incorporating thinking skills into teaching and learning. They rarely attended training or workshops on using LOTS and HOTS in English language classrooms. Besides, getting students to think critically and creatively was very challenging. Their ability to maintain learning consistency was quickly disrupted by social interactions, gadgets, and surroundings. However, teachers worked hard to make learning fun and easy for students. In addition, descriptive statistical analysis of teacher and student questionnaire data revealed that overall mean scores for all items ranged from the lowest at 3.63 to the highest at 4.36, interpreted as high and very high. Furthermore, the results of descriptive statistical analysis showed that teachers and students positively perceived thinking skills implementation in English language classrooms. Conclusion: The findings of this study conclude that thinking skills need to be optimally implemented in order to reach the goal of the 2013 curriculum. The results of this study contribute toward further improvement in thinking skills implementation in English language classrooms. This study also suggests further research in this field to investigate other parts of West Nusa Tenggara and to use a more appropriate strategy to produce more complete data and a clearer picture of thinking skill implementation. 17397_060c236b486376b.pdf Thesis |
| spellingShingle | 2024_Perceptions Of Teachers And Students On The Use Of Thinking Skills In English Language Classrooms In West Lombok, Indonesia |
| state | Terengganu |
| subject | Teachers—Attitudes Students—Attitudes Dissertations, Academic English language—Study and teaching—Indonesia Thinking skills—Study and teaching—Indonesia Critical thinking—Education—Indonesia Creative thinking—Education—Indonesia Curriculum planning—Indonesia Secondary education—Indonesia Educational innovation—Indonesia Mixed methods research |
| summary | Introduction: In the last ten years, Indonesia issued the 2013 curriculum to generate productive, creative, and innovative students. The English language subject in secondary schools aims to build students' communicative skills and instil the nation's noble values in life to increase the nation's global competitiveness. It can be achieved by incorporating the ability to think critically and creatively into various scopes of learning. Thinking skill is developing possible answers to questions based on an analysis of a situation, phenomenon, question, or problem to arrive at a convincing conclusion. This process is known as the cognitive process or critical thinking. Research on Lower Order Thinking Skills (LOTS) and Higher Order Thinking Skills (HOTS) has been widely conducted in many areas in Indonesia. However, this field of study has not been investigated in West Nusa Tenggara, especially West Lombok. Thus, this study aims to explore the application of thinking skills in teaching the English language at secondary schools in West Lombok and to investigate teachers' and students' perceptions toward the implementation of thinking skills in English language classrooms. Method: This study was a mixed method with an exploratory sequential design, in which qualitative data were collected first, followed by quantitative data. The qualitative data were collected by interviewing ten (10) English language teachers who met the purposive sampling requirements. Quantitative data were collected by distributing a questionnaire to English language teachers and students respectively, selected using simple random sampling. Furthermore, the data were analysed using thematic analysis for the qualitative data. In the meantime, the quantitative data were analysed descriptively by finding the mean and standard deviation using SPSS. Result: The findings revealed that the implementation of thinking skills (LOTS and HOTS) in West Lombok was still under planning, so it has yet to be implemented optimally. Some teachers were unfamiliar with incorporating thinking skills into teaching and learning. They rarely attended training or workshops on using LOTS and HOTS in English language classrooms. Besides, getting students to think critically and creatively was very challenging. Their ability to maintain learning consistency was quickly disrupted by social interactions, gadgets, and surroundings. However, teachers worked hard to make learning fun and easy for students. In addition, descriptive statistical analysis of teacher and student questionnaire data revealed that overall mean scores for all items ranged from the lowest at 3.63 to the highest at 4.36, interpreted as high and very high. Furthermore, the results of descriptive statistical analysis showed that teachers and students positively perceived thinking skills implementation in English language classrooms. Conclusion: The findings of this study conclude that thinking skills need to be optimally implemented in order to reach the goal of the 2013 curriculum. The results of this study contribute toward further improvement in thinking skills implementation in English language classrooms. This study also suggests further research in this field to investigate other parts of West Nusa Tenggara and to use a more appropriate strategy to produce more complete data and a clearer picture of thinking skill implementation. |
| title | 2024_Perceptions Of Teachers And Students On The Use Of Thinking Skills In English Language Classrooms In West Lombok, Indonesia |
| title_full | 2024_Perceptions Of Teachers And Students On The Use Of Thinking Skills In English Language Classrooms In West Lombok, Indonesia |
| title_fullStr | 2024_Perceptions Of Teachers And Students On The Use Of Thinking Skills In English Language Classrooms In West Lombok, Indonesia |
| title_full_unstemmed | 2024_Perceptions Of Teachers And Students On The Use Of Thinking Skills In English Language Classrooms In West Lombok, Indonesia |
| title_short | 2024_Perceptions Of Teachers And Students On The Use Of Thinking Skills In English Language Classrooms In West Lombok, Indonesia |
| title_sort | 2024_perceptions of teachers and students on the use of thinking skills in english language classrooms in west lombok, indonesia |