The document discusses the incorporation of higher-order thinking skills (HOTS) in English language teaching (ELT), outlining its historical background and significance in developing critical and creative thinking abilities among students. It elaborates on Bloom's taxonomy as a framework for categorizing thinking skills and details instructional strategies for implementing HOTS in the classroom. Additionally, it provides specific examples of tasks, projects, and assessments that facilitate the application of HOTS in ELT, emphasizing collaborative learning and reflection.

1. Literacy and Higher order
thinking skills (HOTs)
incorporation in ELT
tasks, materials, and
activities.
3rd Group
- Fattah Zainnuha
- Naftalia Fany
- Irda Amalia
Key Issues in Linguistics & ELT
Ashadi, S.Pd.,M.Hum.,Ed.D.

2. 2
HISTORY
- In the early 1950s at the Conference of the American Psychologist Association
- in 1956, Bloom, Englehart, Furst, Hill and Krathwohl succeeded in introducing a
conceptual framework for thinking skills called Bloom's Taxonomy.
- HOTS was first put forward by Susan M Brookhart (author & professor).
- Hots is a skill that aims to prepare society (students) to meet 21st century
competencies

3. HOTS
According to Wenglinsky (2002), higher-order
thinking, known as "critical" or "strategic"
thinking, is defined as the ability to solve problems,
examine arguments, negotiate problems, or make
predictions using information.
01
HOTS learning is able to make students goes
beyond basic observation of facts and
memorization, but makes students think
systematically, learn to analyze a problem from
various aspects, educate students to be confident,
and improve critical and creative thinking skills.
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4. Various Classifications
1
2
3
Bloom’s Taxonomy
Critical Thinking
Creative Thinking

5. Bloom’s Taxonomy
Bloom's taxonomy is a conceptual
framework for identifying thinking
skills from the lowest level to the
highest.
In Bloom's Taxonomy,
educational goals are divided
into three domains: cognitive,
affective, and psychomotor.
Revision Bloom's taxonomy
(Krathwohl and other cognitivism
psychologists)

6. Critical Thinking
Interpretation
Analysis
Explanation
Self-Regulation
40%
Critical thinking is the
process of thinking that
questions assumptions.
Moreover, it is the ability to
reason, reflect, and decide
what to believe or do next.
Contains of:
categorizing, decoding and clarifying the
meaning of an issue.
examining ideas, identifying
arguments, reasons, and claims
stating results, justifying procedures,
and presenting arguments.
self-monitor and self correction.

7. Creative Thinking
meeting a goal that cannot be met
with a memorized solution
(Brookhart, 2010, 2011).
The ability to think up original
solutions to problems.
Creative thinking contains:
Brainstorming, devising original,
unconventional responses to
problems or tasks.

8. STRATEGIES
modelling a range of
problem solving
strategies.
using concept mapping to
assist students to make
connections between and
within ideas.
posing problems with no single
solution, or that have multiple
pathways to a solution.
creating a makerspace in
your classroom to
encourage creativity, critical
thinking, and design
thinking.
requiring students to
explain concepts using
analogies, similes, and
metaphors.
posing provocative
questions, statements or
scenarios to generate
discussion (for example, the
use of 'what if ' questions).
posing paradoxes for students
to consider.

9. In applying HOTS in ELT,
teachers usually use :
project based
learning problem based
learning

11. Category
and
Keyword

13. Indikator Pencapaian Pengetahuan
3.4.1 Peserta didik dapat mengidentifikasi fungsi sosial, struktur teks, dan unsur
kebahasaan beberapa teks prosedur lisan dan tulis dengan memberi dan meminta
informasi terkait kiat-kiat (tips) recipe, pendek dan sederhana, sesuai dengan bidang
keahlian dan konteks penggunaannya.
3.4.2 Peserta didik dapat menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan
beberapa teks prosedur lisan dan tulis dengan memberi dan meminta informasi terkait kiat-
kiat (tips) recipe, pendek dan sederhana, sesuai dengan bidang keahlian dan konteks
penggunaannya.
3.4.3 Peserta didik dapat menyimpulkan fungsi sosial, struktur teks, dan unsur
kebahasaan beberapa teks prosedur lisan dan tulis dengan memberi dan meminta
informasi terkait kiat-kiat (tips) recipe , pendek dan sederhana, sesuai dengan bidang
keahlian dan konteks penggunaannya.

14. Indikator Pencapaian
Keterampilan
4.4.1 Peserta didik dapat menyusun teks prosedur isan dan tulis, dalam bentuk kiat-kiat
(tips) recipe , dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan,
secara benar dan sesuai kontek.
4.4.2 Peserta didik dapat menilai teks prosedur, lisan dan tulis, dalam bentuk kiat-kiat
(tips) recipe, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan,
secara benar dan sesuai konteks.
4.4.3 Peserta didik dapat merancang dan mengkomunikasikan secara lisan tentang
teks prosedur berupa tips recipe dengan menggunakan struktur teks dan unsur bahasa
yang tepat sesuai dengan konteks penggunaan.

15. The implementation of HOTS in english learning teaching
1.) Guru menayangkan video dan slide power point tentang Teks prosedur berupa manual procedure.
- The teacher shows the video and power point slides about procedural text in the form of manual procedures.
2.) Peserta didik menganalisis (C5) tayangan video mengenai struktur teks dan unsur kebahasaan.
- Students analyze video regarding on the text structure and linguistic elements.
3.) Peserta didik menemukan (C1) fungsi social, struktur teks, dan unsur kebahasaan dari teks prosedur.
- Students find (C1) social functions, text structures, and linguistic elements from procedure text.
4.) Guru bersama peserta didik menentukan (C3) fungsi social, struktur teks dan unsur kebahasaan teks
prosedur melalui tanya jawab.
- The teacher and students determine (C3) the social function, text structure and linguistic elements of the procedure text through question-and-
answer session.
5.) Peserta didik menyimpulkan (C5) tentang fungsi social, struktur teks, dan unsur kebahasaan teks prosedur
dalam kelas.
- Students conclude (C5) the social functions, text structures, and linguistic elements of procedure texts in the class.

16. 6.) Peserta didik secara berkelompok yang berjumlah 5 anggota berdiskusi (C2) untuk merancang teks
prosedur.
- Students in groups of 5 discuss (C2) to design procedure texts.
7.) Guru bersama dengan peserta didik menentukan (C3) topik projek.
- The teacher with the students determines (C3) the topic of the project.
8.) Guru memfasilitasi Peserta didik untuk bertanya dalam merancang (C6) langkah-langkah kegiatan
penyelesaian projek beserta pengelolaannya dalam kelas.
- The teacher facilitates students to ask questions in designing (C6) the steps for project completion activities.
9.) Guru memberikan pendampingan kepada peserta didik.
- The teacher provides assistance to the students.
10.) Guru memantau peserta didik dalam perancangan teks prosedur.
- The teacher monitors students in designing (C6) procedural texts.

17. 11.) Siswa menyajikan dalam bentuk teks.
12.) Siswa menilai dan mengevaluasi (C5) produk yang telah dirancang dan diproduksi bersama guru.
- Students assess and evaluate (C5) products that have been designed and produced with the teacher.
13.) Guru memfasilitasi Peserta didik untuk mempresentasikan dan mempublikasikan produk (C6) hasil karya
yang telah dibuat.
- The teacher facilitates students to present and publish the products (C6) that have been made.
14.) Guru dan peserta didik pada akhir proses pembelajaran melakukan refleksi terhadap aktivitas dan hasil
tugas projek.

18. THANK YOU