Higher Order Thinking Skills in Storytelling for Teaching English to Junior High School Students: A shortcut to fulfill learning objectives of 21st century

摘要

This research paper aims to investigate: (1) how Higher Order Thinking Skills (HOTs) in storytelling is taught to junior high school students; (2) how students respond to the learning model (3) what challenges faced by the English teachers and strategies to anticipate. An Ethnographic study with three instruments namely classroom observation, interview with the students and the teachers, and document analysis was employed to collect data. Three classes of three different schools were selected as the participants. The data analysis results reveal that HOTs have appeared in English learning through various strategies which were divided into three learning phases e.g. opening, whilst, and closing activities. The findings refer that in opening session, some strategies were done by the teacher through mind-mapping, brainstorming, and showing pictures. Meanwhile, in whilst activity, the teacher used role playing, total psychical response, open-ended questions, and multiple intelligences. At the last session, group discussion, performing storytelling, and peer-assessment were employed to promote the students' higher order thinking skills. Dealing with the students' response, they claimed that this learning model was enjoyable and interesting because they can deliver their ideas freely by exploring some possible answers based on their prior knowledge and experience.