AN EFL TEACHER’S METACOGNITIVE REGULATION IN DESIGNING HIGHER ORDER THINKING SKILLS-BASED QUESTIONS

Wini Rustiyani, - (2022) AN EFL TEACHER’S METACOGNITIVE REGULATION IN DESIGNING HIGHER ORDER THINKING SKILLS-BASED QUESTIONS. S2 thesis, Universitas Pendidikan Indonesia.

	Text T_BING_1907332_Title.pdf Download (484kB)
	Text T_BING_1907332_Chapter1.pdf Download (193kB)
	Text T_BING_1907332_Chapter2.pdf Restricted to Staf Perpustakaan Download (379kB)
	Text T_BING_1907332_Chapter3.pdf Download (269kB)
	Text T_BING_1907332_Chapter4.pdf Restricted to Staf Perpustakaan Download (621kB)
	Text T_BING_1907332_Chapter5.pdf Download (167kB)
	Text T_BING_1907332_Appendix.pdf Restricted to Staf Perpustakaan Download (1MB)

Abstract

Nowadays, Higher Order Thinking Skills (HOTs) in English Foreign Language (EFL) have been promoted through several strategies relating to 21st Century development demands. However, the use of a metacognitive regulation strategy, which is beneficial for a teacher to plan, monitor, and evaluate the process of promoting HOTs is still rarely implemented. In light of this issue, this research examined an EFL teacher’s metacognitive regulation in designing HOTs-based questions, particularly its implementation, challenges, and impacts. A qualitative case study was employed using observation, interview, and document analysis to collect the data. This research was carried out at one of the senior high schools in Bandung. One teacher and 25 tenth graders were selected as research participants. The result showed that the teacher implemented three metacognitive regulation types in designing HOTs-based questions. In detail, planning was found in the opening, monitoring was found in the main activity, and closing was found in the closing phase. However, the teacher faced a number of challenges in its implementation. They partly came from the school, teacher, students, and technical aspect. Then, the impacts of this strategy on the students cover several points, such as increasing students’ understanding, improving students’ attention, encouraging students’ active involvement, and arousing students’ interest.

Item Type:	Thesis (S2)
Uncontrolled Keywords:	higher order thinking skills (HOTs), metacognition, metacognitive regulation, teacher’s questions.
Subjects:	L Education > L Education (General) P Language and Literature > P Philology. Linguistics
Divisions:	Sekolah Pasca Sarjana > Pendidikan Bahasa Inggris S-2
Depositing User:	Wini Rustiyani
Date Deposited:	24 May 2022 06:45
Last Modified:	24 May 2022 06:45
URI:	http://repository.upi.edu/id/eprint/72556

Actions (login required)

View Item