PROMOTING EFL STUDENTS’ HIGHER-ORDER THINKING SKILLS IN A FLIPPED CLASSROOM SETTING

Zahratul Riza, - (2022) PROMOTING EFL STUDENTS’ HIGHER-ORDER THINKING SKILLS IN A FLIPPED CLASSROOM SETTING. S2 thesis, Universitas Pendidikan Indonesia.

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Abstract

ABSTRAK Higher Order Thinking (HOT) merupakan salah satu agenda Kurikulum 2013 yang bertujuan untuk mengembangkan kemampuan berpikir tingkat tinggi siswa. Saat ini, penelitian tentang promosi HOTs di kalangan siswa yang mempelajari Bahasa Inggris sebagai bahasa asing telah banyak dilakukan di berbagai setting. Namun, dibutuhkan lebih banyak eksplorasi berkaitan dengan bagaimana HOTs dapat dipromosikan dalam setting Flipped Classroom/Kelas Terbalik. Oleh karena itu, Penelitian ini berfokus pada bagaimana implementasi HOTs di dua fase Kelas Terbalik; Out-Class dan In-Class, apa kesulitan yang dihadapi guru dan siswa dalam meningkatkan kemampuan berpikir tingkat tinggi siswa, dan bagaimana cara guru dan siswa mengatasi kesulitan tersebut. Penelitian studi kasus ini menggunakan observasi, wawancara, dan dokumentasi untuk memperoleh data. Penelitian ini melibatkan 1 guru Bahasa Inggris dan 20 siswa kelas XII. Hasil temuan menunjukkan bahwa tiga level tertinggi dari proses berpikir dalam Taxonomy Bloom: Menganalisis, Mengevaluasi, dan Menciptakan dipromosikan dalam fase In-Class melalui berbagai kegiatan seperti tanya jawab, diskusi, presentasi, bermain peran, dan mengerjakan latihan berbasis HOTs. Kegiatan promosi HOTs ini juga terjadi pada fase Out-Class melalui penyelesaian tugas berbasis HOTs. Selain itu, beberapa kesulitan yang dihadapi terkait dengan kurangnya pengalaman guru dalam melakukan pengajaran berbasis HOTs, kurangnya motivasi siswa, kurangnya penguasaan bahasa Inggris siswa, dan durasi belajar di kelas yang singkat. Selanjutnya penelitian ini mengungkap bahwa untuk mengatasi tantangan tersebut, guru meningkatkan kompetensi profesionalnya dalam mempraktikkan pembelajaran berbasis HOTs dengan mempelajari materi dari berbagai referensi dan berkolaborasi bersama rekan guru, menyediakan berbagai kegiatan kelas untuk memotivasi siswa, memilih video pembelajaran yang mudah dipahami siswa guna menyesuaikan kemampuan berbahasa siswa, dan mengelola kelas di fase In-Class dengan maksimal. Sementara itu, beberapa siswa mengandalkan pengetahuan teman sebaya ketika mereka kurang termotivasi untuk belajar di fase Out-Class, mengecek catatan mereka kembali ketika mengalami kesulitan dalam mengkomunikasikan tugas dalam Bahasa Inggris, serta memanfaatkan aplikasi digital untuk membantu mereka dalam memahami materi di fase In-Class yang singkat. Kata Kunci: Bahasa Inggris, kelas terbalik, keterampilan berpikir tingkat tinggi ABSTRACT Higher Order Thinking (HOT) is one of the agendas of the 2013 Curriculum aiming at developing students’ ability to process and respond to more complex and sophisticated cognitive tasks. Currently, research on HOTs promotion among EFL learners is widely conducted in a variety of settings. However, more exploration needs with regard to how HOTs can be promoted in a Flipped Classroom setting. Therefore, this study focuses on the HOTs implementation in the out-class and in-class phases of the flipped classroom setting, what challenges the teacher and students encountered in developing students’ HOTs, and how they coped with the challenges. A qualitative case study was employed using observation, interview, and relevant documents to obtain the data. One EFL teacher and 20 twelfth graders were selected as research participants. The findings show that the upper-three levels of the thinking process of Revised Bloom’s Taxonomy: Analyzing, Evaluating, and Creating were promoted in the in-class phase through various activities such as questioning, discussing, presenting, role-playing, and working on HOTS-based exercises and also occurred in the out-class phase through working on HOTS-based assignments. Additionally, the study reveals some challenges related to the lack of teacher’s experience in conducting HOTS-based teaching, students’ motivation, students’ English proficiency, and short in-class duration. Furthermore, to cope with the challenges, the teacher improved her professional competence in conducting HOTs-based teaching through incorporating various references and collaborating with other teacher, encouraged students’ motivation through providing various class activities, suited students’ language proficiency through choosing easy-to-understand video-lectures, and maximize the in-class time through managing classroom activities. Meanwhile, some students relied on their peers’ knowledge when they were less-motivated to learn in the out-class phase, used their notes when having difficulty in communicating their work in English, and utilized digital applications to deal with their difficulty in understanding English materials in short face-to-face class time. Keywords: EFL, flipped classroom, higher order thinking skills

Item Type:	Thesis (S2)
Additional Information:	Link Google Scholars: https://scholar.google.com/citations?user=45hT5a0AAAAJ&hl=en
Uncontrolled Keywords:	EFL, flipped classroom, higher order thinking skills
Subjects:	L Education > L Education (General)
Divisions:	Fakultas Pendidikan Bahasa dan Sastra > Jurusan Pendidikan Bahasa Inggris > Program Studi Pendidikan Bahasa Inggris
Depositing User:	Zahratul Riza
Date Deposited:	28 Oct 2022 03:27
Last Modified:	28 Oct 2022 03:27
URI:	http://repository.upi.edu/id/eprint/85460

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