Stimulating Students’ HOTS Through “Striking” Digital Media in EFL Classroom
Abstract
It is believed that there will always be a relationship between writing and critical thinking/HOTS. Writing is considered a process of doing critical thinking and a product that communicates the result of critical thinking. Therefore, this paper has two primary aims: first, to investigate the importance of writing and HOTS in foreign language learning; and second, to explore how those two issues can be accommodated through a single computer-assisted learning media, namely STRIKING (Strengthening Critical Thinking in Writing). The media will be in the form of a digital study package which is expected to give some benefits such as facilitating learner-centered learning, allowing the users to organize, analyze, interpret, and evaluate their own work, and getting the learners to be used to control their own learning.
Full Text:
PDFReferences
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. (2nd ed.). New York: Pearson Education Ltd.
Columbia University Graduate School of Arts & Sciences. (n.d). Nine principles of effective writing instruction. New York: Teaching Center
Cutting, J. (2011). Spoken discourse. In K. Hyland & B. Paltridge (Ed.), The continuum companion to discourse analysis (pp. 155-170). London: Continuum.
Hani, N. A. B. (2014). Benefits and barriers of computer assisted language learning and teaching in the Arab world: Jordan as a model. Theory and Practice in Language Studies, 4, 1609 - 1615.
Kementerian Pendidikan dan Kebudayaan. (2014). Bahasa Inggris SMA/MA/SMK/MK kelas XI semester 2. Jakarta: Pusat Kurikulum dan Perbukuan, Balitbang, Kemdikbud.
Knezek, G. A., Simms, R. L., & Hopson, M. H. (2001). Using a technology-enriched environment to improve Higher-Order Thinking Skills. Journal of Research on Technology in Education, 34, 109-354.
Krathwohl, D. R. (2002). A Revision of Bloom's Taxonomy: An overview. theory into practice, 41, 212-264.
Moore, B., & Stanley, T., (2010). Critical thinking & formative assessments: Increasing the rigor in your classroom. New York: Eye on Education, Inc.
National Commission on Writing. (2004). Writing: A ticket to work…or a ticket out. New York: The College Entrance Examination Board.
National Writing Project. (2013). The impact of digital tools on student writing and how writing is taught in schools. Pew Research Center’s Internet & American Life Project.
Sachs, A. (2004). Writing and critical thinking.
Utami, A. B. (2014).English education in EFL context: Integrated approach for collaborative writing in the university level. Journal of education, 7, 40-50.
Vue, G., Hall, T. E., & Robinson, K. (2015). Informing understanding of young students’ writing challenges and opportunities: Insights from the development of a digital writing tool that supports students with learning disabilities. Hammill Institute on Disabilities, 10, 1-12.
Warschauer, M., & Healey, D. (1998). Computers and language learning: an overview. State of the art article, 31, 57-71.
Wedhaswary, I. D. (2012). Jumlah Terbitan Buku di Indonesia Rendah. Jakarta: Kompas.com
Wgner, T. (2008). The global achievement gap: Why even our best schools don’t teach the new survival skills our children need – and what we can do about it. New York: Basic Book.
DOI: http://dx.doi.org/10.24042/ee-jtbi.v13i1.5333
License URL: https://creativecommons.org/licenses/by-sa/4.0
English Education: Jurnal Tadris Bahasa Inggris, UIN Raden Intan Lampung is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. pISSN: 2083-6003, eISSN: 2580-1449.