Teaching reflection

 Meeting 1: 12 IA 2. 12 IA 1, 12 IA 3+4/ 18/07/2012

Consider: menganggap

Flick through: dibukaan hungkul teu dibaca bener

Intan: how you apa sih namanya, apa ya, how your way to learn the students in the class?

 How do you to teach the students in the classroom?

 

What is it?

What do you call it?

Propose: mengajukan

Deliver: mengirimkan, menyampaikan

Glance

Chaos: kacau

Fed up: muak

0857 23 255 100 (text only)

 

Oke: Where do you live?

Cemetery /grave yard

Putri: what are your hobbies?

Bibah: your motivation to be an English teacher?

Silvy: euh what do you think about your family?

Nia: why you like English?

Why are you like English?

Why do you like English?

Because/ as/ since

Chaos: kacau

Feed up: muak

Prosperous;

If you asked me to response ………….. (judul). Well, I can say I agree/ disagree….

The reason I agree because:

1

Rare: jarang/ langka

Gushiani (ia3): may I know about your program teach?

May I know about your teaching program?

Rahmatillah (IA4): how to be a good speaker without grammar?

I need sleeping (makna pasif)

I need to sleep (makna aktif)

Exhausted

Chaos:

0857 23 255 100 (text only)

I would like to response to (judul) by (nama penulis).

I agree that love and responsibility is important in human life. I have 5 reasons for that:

1.

But I disagree

REFLECTION:

The first meeting is done to make time used effectively. The first three days of the schooling time went by without any lessons given as school has not provided the schedule yet. School defended that the academic calendar has not given yet from the Regency official.

I decided to start teaching, as I believe grade 12 has less time than grade 10 and 11. Perhaps this shocked the students, but I did not think about it too much. In my understanding, the students were at school and their coming was for studying and receiving services from school NOT for wandering around wasting their time.

The first meeting should be with grade 12 science-2, then science- 1, science- 3 and science-4 respectively. I sent one of the students a text to inform that I would teach them. As I expected; the students were surprised for my coming. I got myself surprised too. I thought that the students had prepared themselves to study. But I was wrong. The students probably thought, as the first three day of the week there is what so called on Orientation Session for grade 10, the elders class thought there would be no class.

Most of the students of 12 ia 1 and 2 arrived, perhaps it was because the meeting started at the early time (before the break time) and the students were still at school. But not many with 12 ia 3 and 4, they said that they had already went home. Even one of the parents gave me a call informing her daughter had gone to Bandung to visit their grandparents to welcome fasting month together.

I gave copied article taken from The Jakarta Post entitled: Path to harmony: in search of responsible person by Jennie.

Before I started helping to make the article understood, I invited some questions from the students. Most of them were just sit still, no questions at the start. Then a student asked my hobby, my teaching motivation, my address. Considering this was my first meeting with the students, I could understand the ‘silence’ and ‘cold-look’ of my students. I tried to use mostly English. There are two reasons for this. First I wanted to show my students that they actually could understand English but they did not have the ability to use spoken English. Secondly, the spoken English I used is aimed to show them that Indonesian like me can speak English.

Then I started to help the students to understand the article. I translated them into Bahasa and told them what the writer tried to propose. I asked them some questions while reading the article such as:

–    After you read paragraph one, what is the main idea of this paragraph?

–    What words attract you?

–    Do you think that the writer is just an ordinary writer or she is very smart? Why you said so?

–    How did the writer translate the word ‘responsible”?

I also asked students to translate per line. Yet, they looked like very afraid of making mistake of translating. So I guided them again by helping them with new words.

Half of the article was understood. I asked the students to read the rest at home. Besides, I also asked them to be an active reader by giving response to the article. They may show their agreement or disagreement to the opinion provided by the writer.

I gave this assignment as they have four days to go without doing anything. I hope this task will help them to start become a good reader of English and at the same time I know their writing ability too.

I highlighted a question given by Rahmatillah (science-4). She came with a question like this: ‘How to be a good speaker without grammar?’

I kept quite for a moment I tried to find easy-understandable answer for that tricky question. For Indonesian as English learner and put English as a foreign language, the first thing the learner knows is grammar. It is like verb pattern. The learner must bear in mind if they want to say this or that, they must consider the tense. And this kind of learning, I do not really like (actually) as it often sends me into confusion and frustrated feeling.

But what burst from my mouth just, “just say whatever you want to say, do not think about grammar. People will understand anything you said.  Take an example –I go to Bandung yesterday-. That sentence is acceptable; you knew that the speaker went to Bandung the day before. So, just talk, ignore grammar’.

Perhaps what I said causes a little bit confusion as the students had fed up with the warning that ‘grammar is important and use grammar to make you speak good English’.

Theories of language (grammars) are a bit like the blind men’s experience of the elephant. à consider for a moment the experience of the six blind men meeting an elephant for the first time. One blind man felt the tail and declared that the elephant was like a rope; another felt the trunk and decided that an elephant was like a hose. Another, feeling the ear, felt and elephant was like an umbrella. Each blind man developed a theory of what elephants are like (Gerrot and Wignell, 1995: 4).

Why it is said a bit like the blind’s men experience the elephant. It is because each ended up with somewhat different perspective. And like the blind’s experience, theories of language or grammar are not inherently good or bad, right or wrong, true or false. Rather, grammars are validated by their usefulness in describing and explaining the phenomenon called language.

For the students, grammar helps to understand and produce texts, and grammar also shed light on how texts make meaning.

MC

 Assalamu’alaikum wr wb

 Dengan memanjatkan puji dan syukur kepada  Alloh, karena atas rahmat, kasih dan  karunianya,  kita dapat berkumpul di aula green hill untuk melaksanakan …… .               Dengan memohon perlindungan, keselamatan dan kebaikannya mari kita mulai acara ini.

Yth Bapak Kepala SMA N 2 Cianjur, tim…motivator, ibu/Bapak wakasek, wali kelas, dan siswa siswi sma 2 yang yang saya cintai dan saya banggakan.  Perkenankan kami menyampaiakn susunan acara hari ini.  Pertama pembukaan,  kedua, bersama-sama menyanyikan lagu kebangsaan IR, ketiga, sambutan2, dan keempat doa untuk memulai kegiatan.

                Hidirin, hari ini Rabu, tg 14 nov 2012, merupakan hari istimewa  sekaligus akan menjadi hari bersejarah bagi kami. Karena baru kali ini, SMAN 2 Cjr melakukan keigatan akademis di luar sekolah. Kegiatan ini digagas oleh kepala sekolah kita. Untuk itu, mari beri tepuk tangan yang meriah kepada Bapa Aep Suherman mmpd , atas gagasannya yang luar biasa sehingga pada hari ini kita berada di aula green hill.

                Semoga kegiatan ini nantinya menjadi agenda yang berkesan baik dan tersimpan secara tersendiri dalam hati kita masing2 terutama bagi para siswa siswi smanda. Karena bagi siswa siswilah kegiatan ini dipersembahkan sebagai perwujudan kasih sayang kami untuk mempersiapkan diri dalam  mengahadapi masa-masa menjelang  UN.  

Baiklah, untuk khidmatnya acara ini, kita lanjutkan acara ini dengan bersama-sama menyanyikan lagu kebangsaan Indonesia raya. Saya persilakan  ananda …..untuk mempimpin menyanyikan lagu kebangsaan Indonesia raya. Hadirin di mohon berdiri.

                 Termakasih, hadirin yang saya hormati, acara selanjutnya adalah sambutan dari bp KS, kepada yang terhormat bp aep sheman mmpd, disilakan untuk memberikan sambutan sekaligus membuka secara resmi kegiatan ini.

                Hadirin, , tibalah kita pada acara pokok, yaitu mmt.. sebelum acara pokok dimulai, marilahk kita bersama-sama berdoa untuk memohon keselamatan dan mendapatkan kebaikan dari kegiatan ini. Kepada IBu/bapak…kami mohon untk berkenan maju kedepan untuk memimpin doa.

                Hadirin, Alhamdulilah acara2 demi  acara telah kita lalui dengan demikian acara pembukaan kegiatan telah selesai. Saya sebagai pembawa acara,, secara pribadi memohon maaf apabila selama membawakan acar ada kata2 yang kurang berkenan.  Kepada pembawa acar pihak mmt, saya serahkan mik dan dipersilakan untuk mengisi acara. Terimakasih. 

Hubungan sosial Generasi Net

  Sosialisasi sangat penting bagi manusia, terutama bagi anak-anak dan remaja. Pada masa sebelum lahir generasi Y, generasi X, atau generasi Net. Anak-anak bersosialisasi denga tatap muka dan kontak fisik terjadi dengan sangat intens. Tapa muka dalam arti anak-anak bertemu wajah dengan siapa mereka berbicara, bermain atau berkumunikasi. Misalnya ketika anak hendak bermain ‘boneka-bonekaan’, mereka akan bergerombol bermain dengan anak seusianya di samping rumah. Mereka membuat boneka dari benda-benda yang ada disekitar mereka dan mulai bermain dengan ‘boneka’ yang mereka buat dengan alur dan topik permainan yang berbeda-beda dalam setiap pertemuannya. Ketika bermain pula, mereka melakukan kontak fisik untuk membuat permainan yang digelarnya terasa seru dan personal. Misalnya ketika anak tersebut memainkan sebagai ‘ibu’ dari ‘boneka’, maka ia akan bergandengan tangan dengan ‘ayah’ dari boneka ketika mereka sama-sama memerankan tokoh yang sedang mencari uang. (Uang yangmereka kumpulkan secara bersma-sama adalah dedaunan).

Sekarang, pada Generasi Net, anak-anak bermain dengan teman seusianya dengan sama intensnya seperti pada jaman sebelumnya. perbedaannya adalah mereka melakukannya secara virtual. Untuk memiliki teman baru, mereka mengklik ‘invite’ dan untuk menambaha teman menreka cukup klik ‘accept’ dari jejaring sosial yang mereka punya. mereka mengobrol dan berbagi pengalaman dengan sesamanya secara mendalam,bahkan obrolan mereka dapat diikuti (follow) oleh orang lain sedunia.

Membuat siswa berbicara dengan menggunakan gambar

 Hampir diketahui secara universal bahwa ‘dongeng’ merupakan salah satu cara yang jitu untuk mengajarkan bahasa Inggris (Harwood, 1990). Kesulitannya adalah bagaimana cara membuat siswa tidak merasa bosan dengan hanya didongengi, atau mereka telah terlalu sering diminta memahami isi teks yang mengandung cerita di dalamnya dengan cara menjawab pertanyaan.  Cara di bawah ini, merupakan sebuah alternatif untuk mengajarkan naratif dengan menekankan kepada siswa untuk berbicara lebih banyak.

Sebelum memulai pengajaran, pilihlah terlebih dahulu teks naratif yang hendak diajarkan.  Sebaiknya, pilihlah teks naratif yang telah dikenal siswa atau sebelumnya pernah diajarkan untuk diulang-ajarkan dengan cara yang berbeda dan dengan tujuan pengajaran yang berbeda pula.

Masuklah ke dalam kelas dan mulailah mengajar dengan menggambar tokoh pada papan tulis, dan anda jangan berbicara. (Jangan khawatir jika anda merasa tidak berbakat menggambar, gambarlah dengan sekedar garis dan lengkung yang menunjukkan karakter, misalnya seorang putri, cukup dengan menggambar dengan stick figure dengan dilengkapi tiara  yang menjadi ciri seorang putri).  Setelah gambar pertama selesai, berbalik kepada siswa, dan mintalah mereka untuk menyebutkan apa yang mereka lihat. Pada tahap-tahap awal mungkin para siswa menebak agak jauh dengan yang diinginkan tetapi dengan menambah clue pada karakter, para siswa akan tergiring pada tokoh yang diinginkan. Seperti yang dicontohkan olehHarwood (1990) memberi petunjuk  draw your first picture, and indicate student. Your students will look at you blaknly: gesture to the picture. Your student will put their brain in gear and hazard*. “a girl?” draw a crown on the picture. The student will then offer ‘a princess’. (*put…in gear: activate)

Lanjutkan dengan gambar berikutnya, dan gambar pula aktivitas yang dilakukan oleh karakter, pada saat yang sama biarkan para siswa menyebutkan kalimat sesuai dengan gambar yang mereka lihat.  Jika para siswa menyebutkan kalimat yang kurang sesuai dengan keinginan, gunakan gesture dan facial expression untuk menunjukkan agar mereka memperbaiki kalimatnya. Para siswa dengan segera akan mengetahui kemana cerita yang  sedang dibuat akan mengarah, dan mereka akan mengetahui karakter lain yang dibutuhka untuk cerita tersebut (karena sebelumnya cerita ini telah diberikan).

Pada tahap ini, bisa saja kegiatan menggambar dihentikan, dan mintalah siswa untuk melanjutkan menggambar dan siswa lainnya menyebutkan kelanjutan ceritanya. Jangan khawatir jika siswa menggambar tidak sesuai dengan alur cerita yang telah diajarkan, selama para siswa tetap bercerita mengikuti gambar.

Alternatif lain, menggambar sampai cerita selesai kemudian membagi siswa ke dalam kelompok. Setelah itu meminta siswa untuk melakukan act out  cerita yang digambar tadi.  Cara ini akan memberikan para siswa kesempatan untuk menggunakan kalimat yang tadi mereka dengar, mereka ingat,  atau bahkan mereka ucapkan pada saat mengikuti gambar.

Atau dapat pula anda meminta siswa untuk menceritakan ulang cerita, tetapi tambahlah dengan meminta siswa untuk menjelaskan proses bagaimana untuk menjadi frog  misalnya (jika kisah yang diambil adalah The Princess and The Frog).

Referensi

Harwood, Robin (1990). Twice-Told Tales. Forum Vol XXVII Nov 3.

Using drawing for the betterment comprehension of the Reported Speech

 Participants:

Meeting 1

Class: 12 Science 3

Day/Date: Thursday /07/02/2013 

Time: 07.00 -08.30

N: 41 (12 Male, 29 Female)

Age: 16-17 years old

 

                In the meeting the students are asked to read a text entitled “The Wolf and the Crane”. The text is taken from Look Ahead 3: An English Course for Senior High School Students Year XII, page 141-142, published by Erlangga, written by Th. M Sudarwati and Eudia Grace.

                The text comes in the cloze text where there are 11 words missing from the text. The students read the text and at the same time fill in the blanks with the words provided and had been explained at the beginning of the lesson. The students devote their 10 minutes to read and fill in the blanks. As soon as they finished filling in the blanks, the teacher leads the students to discuss on the answer wrote in the blanks.

The activity is continued by the questions and answers to understand the content of the text. The students are given five questions with five options to pick as the best answer to the questions. The questions is asking what character that the wolf has, when the major complication arose, what the word ‘badly’ means, why the crane changed her mind, and in what way that some people like the wolf. Most of the students could answer well, except finding the synonym of ‘badly’. They thought that the word ‘badly’ is from ‘bad’.  The effect of this they answered that ‘badly’ means ‘very awful’.

The students then are asked to read again the text and now they are asked to mark the SAYING VERBS. The teacher reminds them about ACTION VERBS, THINKING VERBS, and LINKING VERBS that they had already learnt in the previous semester. The teacher shows the students paragraph 3 line 1 of the text, it says “What a nasty bone!” he complained. The teacher explained that COMPLAINED is the example of saying word. The teacher shows the students a short article taken from The Jakarta Post to show that saying verbs are also used in the text of News Item besides in Narrative. The article is as follows.

Jakarta Police destroy drugs worth Rp 11 billion

The Jakarta Post, Jakarta | Jakarta | Thu, February 07 2013, 7:26 AM

The Jakarta Police destroyed on Wednesday illegal drugs with a street value of more than Rp 11 billion (US$1.13 million), which had been seized in a series of raids between December 2012 and January.

City police spokesman Sr. Comr. Rikwanto said on Wednesday that the force wanted to prevent the drugs from being used in the future. He expressed his hope that police would destroy more illegal drugs in the future.

The drugs destroyed included 5 kilograms of crystal methamphetamine; 90 Happy Five pills; 12,826 Ecstasy pills; and 6 kilograms of marijuana.

“The narcotics were owned by 15 suspects, all of whom are present here today,” Rikwanto said. “Our officers are making them destroy their own drugs, in the hope it will act as a deterrent.”

Officials from the prosecutors’ offices and courts in Jakarta, who had provided the permits for the drugs to be destroyed, were also present to witness the event.

http://www.thejakartapost.com/news/2013/02/07/jakarta-police-destroy-drugs-worth-rp-11-billion.html

 

The students can mention the saying verbs used in the Wolf and the Crane text. Then, the students are asked to write down the direct speech used in the wolf and the crane in a columns. The first column is provided for the direct speech and the second one for the indirect speech. The students work in partner to change the direct speech into indirect speech.

 

Plan for Meeting 2

The students in group of four discuss the change of direct speech into indirect speech. It seems that many students made many mistakes and get confused with the reported speech. Even though the reported speech itself has been given in the third semester.

The teacher explains the change of direct speech into indirect speech. Then the teacher asks the students to draw. For example, the student draws a wolf and makes a bubble above his head and fills the bubble with the sentence said by the wolf such as “ What a nasty bone!”, and they write the indirect speech for that bubble direct speech to be ” The wolf complained that it was a nasty bone”. Hopefully the use of drawing will help the students to change easily the direct and indirect speech.

 

EKSPRESI YANG DIGUNAKAN UNTUK TEKS DISCUSSION

 Expresi penting dalam menyampaikan isu yang saling bertentangan

1. Ekspresi yang menunjukkan ada dua pandangan yang berbeda:

–         There are many conflicting opinions about (the use of X-Rays in a hospital)

–         People have different opinions on the issue of (capital punishment)

–         (Australians) have been debating[B1] [B2]  the possibility of (becoming a republic).           There are arguments for (mendukung) and against (menentang)……

–         Death penalty has been debating the possibility of it positive and negative effects on it.

–         Introducing a ( family planning program/ short work week ) may lead to both positive and negative effects on society.

1. Menunjukkan pertentangan

However (tetapi), but, although, unfortunately,

On the other hand (di sisi lain); on the contrary;

1. Ekspresi yang menunjukkan mendukung/setuju/positif/for

–         60% people agree …

–         Some think that death penalty is necessary ….

1. Untuk menambahkan argument, ekspresi yang dapat digunakan:

–         What is more…

–         In addition to …

–         Further …

–         Not only will …. but will also ….

 

1. Ekspresi yang menunjukkan menentang/ tidak setuju/ negative

–         40% of (the patients) disagree …

–         There are others who consider it …

–         Some others think …

1. Untuk menyimpulkan:

–         To sum up ..

–         In conclusion ..

–         In summary ….

1. Menyatakan pendapat pribadi

–         Personally, I think …

–         In my opinion …

–         I feel …

–         In my point of view ….

 

Dear Ms. B,

In my opinion speaking in front of the class may come up with two points of view. There are positives and negatives effects of it.

I agree  ……………….

 

 

However, I disagree …………………..

 

 

I can conclude ……………. .

---

 [B1]

 [B2]

Higher Order Thinking Skill (HOTS)

 Higher Order Thinking Skills (HOTS) is a kind of thinking where critical, logical, metacognitive and creative thinking involves. It is used to investigate the problem, to learn something you are not sure with, to learn a question and to face a dilemma. If HOTS is involved in the teaching and learning process, it assists the students’ growth and provides the ability to do self-monitoring, open-minded, and flexible attitudes.

            The word ‘critic’ derived from kriticos (Latin) means discerning judgment or thinking first before you decide. In English as ‘criterion’ means standard. One who is critical means one who analyses and judge things in a very careful way. Besides, she will also consider the advantages or merit and disadvantages of doing things. In the learning and teaching context, a question that is posed by a student can be a measurement of critical thinking. A critical student is not the one who directly asks you question, since the question itself might be a tool for that student to hide her real misunderstanding and lack of understanding toward the material being delivered by her teacher. On the contrary, a critical student is the one who criticizes, asks, and evaluates the learning experience. Or in other words, a critical thinker student will be very ‘careful, deliberate determination of whether we should accept, reject, or suspend judgment about a claim and on the degree of confidence with which we accept or reject it’ (Moore and Parker, 1995, p.4). Then, a critical thinker, pose a question based on articulately intellectual standards. He will not ask question without knowing the qualification of his own question. Related to this, a critical thinker has a skillful thinking that is conducive to good judgment because it is sensitive to context, relies on criteria, and it is self correcting (Lipman, cited in Nosich, 2001, p.46). And the last, a critical thinker shows the ability to connection between her questions and the merit of it. As McPeck (1981, p.13) argues that a critical thinker is always thinking about X, manifest itself in connection with some identifiable activity or subject area and never in isolation.

            Based on the three characters of critical thinker mentioned above, it can be said that critical thinker lies in everyone; it is not part of western culture as it was assumed so far. Emilia (2012), states that ‘everyone is a critical thinker to some extend’.  Everyone will become a critical thinker regardless where she/he is from. If scaffolding and taught explicitly on how to be a critical thinker is given, everyone will become a critical thinker.  In the teaching and learning process, teacher can teach students to be critical thinker by showing them that a critical thinker has an argument to propose. Argument is not ‘a kind of verbal battle, or disagreement between two persons (Kurfiss, 1988, Boylan, 1988, Diestler, 2001, Eemeren, et el, 2002), but a series of statement and reasons that interconnected where each of the statement and reason supported each other to make firm the speaker’s stand (Toulmin, et al, 1984, p.14).

            In the teaching process, the explicit teaching to guide students to be critical thinker can be started by informing them that their argument should provide topic, issue, reasons, fact or opinion and intellectual standards. The students who do not know the topic well, they will not be able to evaluate, talk or discuss about the issue being discussed, they will propose only commonsense. Let’s take ‘abortion’ as an example. When the students do not know much about the topic, they will directly mention that abortion is illegal and taboo to be discussed as it is violated to norm and ethics. To avoid this, teacher guides students to read from various sources on abortion and scaffolding the students to know and understand what they are reading. Then, teacher pose a question such as ‘should abortion be legalized?’ to leave the topic into the issue, where specific statement is introduced in the question form. After that, guide the students to find some for and against reasons towards the question posed. To be able to provide an array of pros and cons statement on abortions, the students have to read a lot on the topic. After readings, the students may come with the sentence like ‘I think abortion should be legalized if the fetus endangers the mother’s life’. Even though this sentence is open to critique since it is an opinion, but at least the student has started with what they know from reading, not from their commonsense. When this kind of sentence appears, teacher must assist the student to move from opinion to fact. To change the sentence form the opinion to fact it needs a critical thinker standard. The sentence must cover (1) clarity, (2) accuracy, (3) relevance, (4) precision, (5) depth, and (6) breadth. The opinion that moves into fact is based on intellectual standard of critical thinking will appear to be ‘according to Jacob (2012) in the Health magazine on December edition 2012 mentioned that died fetus inside the womb will endanger the mother’s life’.

If a student wrote ‘there is a great deal of violence on TV’, this sentence has clarity, it mentions that there is a great deal of violence on TV. But, it does not have accuracy, how many is ‘a great deal’, and ‘what program of TV that talks about violence”, it is not precise ‘which TV channel, when is the program appear.

            Critical thinking can also be tested to the students by posing questions. The questions to check clarity may come as:

–          Is the idea easily understood?

–          Is the information free from confusion or ambiguity or vagueness?

–          Are concrete and specific examples given/

Meanwhile for accuracy, teacher can ask:

–          Is the information free from errors, mistakes or distortion?

–          Does information have conformity with the fact or truth?

–          Do the words describe the way things actually are?

To check relevance, the questions to be used are:

–          Does the thinking focus in what is important?

–          How does the point relate to the topic at hand?

Precision can be checked by

–          Is the thinking precise?

–          Is the reasoning detailed enough?

Besides posing questions to train students’ critical thinking, students can also be trained to think actively by inviting students to use their intelligence, knowledge, and their ability to observe the situation of life by integrating the new information with their availably information. The students who think actively, they can:

–          Getting involved in potentially useful projects and activities instead of remaining disengaged.

–           Taking initiative in making decisions on their own instead of passively to be told what to think or do

–          Following through on their  commitments instead of giving of when they encounter difficulties

–           Taking responsibilities for the consequences of their decisions rather than unjustifiably blaming others or events beyond their control.

Assisting students to think critically, teacher scaffolding student to think from fact, to interpretation, synthesize, analysis, evaluation, and application. In the ‘fact’ level ask the students to describe who, when, what, where. Describing activity leads student to think critically as they must describe in detail about what they are describing.

Then, to make the students able to come to ‘interpret level’, give the students these tasks or questions

–          Retell … in your own words

–          What is the main idea of …?

–          What is the time sequence relating the following events: ..?

–          What are the steps in the process of growth or development in ..?

–          How would you compare and contrast .. and …?

–          What was the cause of … / the effect of ..?

‘Synthesize level’ can be assisted by these questions:

–          What would you predict/ infer from?

–          What ideas can you add to ..?

–          How would you create/ design a new ..?

–          What might happen if you combine … with … ?

–          What solutions/ decisions would you suggest for …?

‘Analysis level’ can be aided by giving the students:

–          What are the parts or features of ..?

–          Classify …according to …

–          Outline/ diagram/ web ….

–          What evidence can you present to support ..?

–          What are the possible alternatives for …

–          Explain the reason why you think …

‘Evaluation level’

–          How would you evaluate … and what standards would you use?

–          Do you agree with …? Why or why not ?

–          How would you decide about …?

–          What criteria would you use to assess …?

‘Application level”

–          How would you apply this rule/ principle to …?

And the last, teaching strategy to support HOTS can be carried out by:

–          Instructional communication. The teacher provides a very clear teaching instruction for every task. A clear teaching instruction must come from a clear lesson planning. In a clear lesson plan, it is stated the organization of activity, clarity of the explanation, modeling for critical skill, example on critical thinking application, feedback, and adaptability based on the students’ ability.

–          Scaffolding. The teacher provides ‘learning and thinking strategies’ through: rehearsal,  elaboration, organization (teacher designs a program specifically to train a certain critical thinking skill)

–          Direct instruction

–          Asking strategy: all students can be asked, the questions may about a dilemma, new problem, ask students to propose a question, start from easy question, provide ‘wait-time’ as not all students equip with a similar ability in answering questions

–          Feedback

–          Team activities: students discussion, peer tutoring, cooperative learning

–          Computer mediation: provide access to information and data. Computer assisted instruction can be integrated with the regular teaching so that it can improve students motivation and achievement and at the same time it develop students’ point of view toward learning process.