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Teacher’s Beliefs and Practices in the Integration of Higher Order Thinking Skills in Teaching Reading

ELS Journal on Interdisciplinary Studies in Humanities · Vol. 2 No. 4 (2019) · pp. 541–555

DOI
10.34050/els-jish.v2i4.8164
ISSN
2621-0835, 2621-0843
Published
2019-12-16
Publisher
Hasanuddin University
Language
en

Abstract

Higher Order Thinking Skills (HOTS) is an essential skill for students to compete in this technological age. Hence, teachers need to hold strong beliefs about HOTS as it influences their classroom practices. Moreover, the study about HOTS in English language teaching has not been widely explored. This case study seeks to explore teacher’s beliefs in the integration of HOTS in teaching reading and how the beliefs are reflected in classroom practices. Further, it also investigates the factor influencing the teacher’s beliefs and practices. The participant was an experienced English teacher in a public senior high school. Data were collected using interviews, observation, and review of documents. Data then were analyzed using the Pattern Matching technique (Yin, 2018) and interactive model data analysis (Miles, Huberman, & Saldaña, 2014). The results revealed that the teacher held strong beliefs about the integration of HOTS in teaching reading. These beliefs include belief about the conception of HOTS, the importance of HOTS, the role of the teacher, the strategies to promote HOTS, and the assessment of HOTS. In practice, the teacher did not fully reflect what she believes, especially about the assessment of HOTS. It also found that training, learning experience, teaching experience, institutional factor, student factor, and availability of learning support influenced teacher beliefs and practice in integrating HOTS in teaching reading. This study implies that there needs more teachers’ professional development to support the successful integration of HOTS in English language teaching.

Keywords

Collaboration network of the authors

21 authors · 37 co-authorship links · 7 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Sebelas Maret University
  • Institut Teknologi Sepuluh Nopember
  • Universitas Muhammadiyah Surabaya
  • Universitas Ahmad Dahlan
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Sumarlam SumarlamSebelas Maret University2
Agus WijayantoAffiliation unknown2
Irwan SyahrirUniversitas Muhammadiyah Surabaya1
Iwan VananyInstitut Teknologi Sepuluh Nopember1
Azwar AbbasUniversitas Ahmad Dahlan1
Djatmika DjatmikaSebelas Maret University1
Tri BudiartaAffiliation unknown1
Dwi PurnantoSebelas Maret University1
Desika RinandaAffiliation unknown1
Sri Samiati TarjanaAffiliation unknown1
Ayu MeiratnasariAffiliation unknown1
Kuntum Palupi SetyaningsihAffiliation unknown1
Dewi RochsantiningsihSebelas Maret University1
Septhina Shinta SariAffiliation unknown1
Abdul AsibSebelas Maret University1
Anjar Nur CholifahAffiliation unknown1
Diah KristinaSebelas Maret University1
Masyhudi LathifAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unhas.ac.id/index.php/jish/oai, first harvested 3 Nov 2026, last seen 3 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">Teacher’s Beliefs and Practices in the Integration of Higher Order Thinking Skills in Teaching Reading</dc:title>
	<dc:creator xml:lang="en">Ansori, Muhammad</dc:creator>
	<dc:creator xml:lang="en">Nurkamto, Joko</dc:creator>
	<dc:creator xml:lang="en">Suparno, Suparno</dc:creator>
	<dc:subject xml:lang="en">Higher Order Thinking Skills</dc:subject>
	<dc:subject xml:lang="en">Belief and Practice</dc:subject>
	<dc:subject xml:lang="en">EFL</dc:subject>
	<dc:subject xml:lang="en">Teaching Reading</dc:subject>
	<dc:description xml:lang="en">Higher Order Thinking Skills (HOTS) is an essential skill for students to compete in this technological age. Hence, teachers need to hold strong beliefs about HOTS as it influences their classroom practices. Moreover, the study about HOTS in English language teaching has not been widely explored. This case study seeks to explore teacher’s beliefs in the integration of HOTS in teaching reading and how the beliefs are reflected in classroom practices. Further, it also investigates the factor influencing the teacher’s beliefs and practices. The participant was an experienced English teacher in a public senior high school. Data were collected using interviews, observation, and review of documents. Data then were analyzed using the Pattern Matching technique (Yin, 2018) and interactive model data analysis (Miles, Huberman, &amp;amp; Saldaña, 2014). The results revealed that the teacher held strong beliefs about the integration of HOTS in teaching reading. These beliefs include belief about the conception of HOTS, the importance of HOTS, the role of the teacher, the strategies to promote HOTS, and the assessment of HOTS. In practice, the teacher did not fully reflect what she believes, especially about the assessment of HOTS. It also found that training, learning experience, teaching experience, institutional factor, student factor, and availability of learning support influenced teacher beliefs and practice in integrating HOTS in teaching reading. This study implies that there needs more teachers’ professional development to support the successful integration of HOTS in English language teaching.</dc:description>
	<dc:publisher xml:lang="en">Hasanuddin University</dc:publisher>
	<dc:date>2019-12-16</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unhas.ac.id/index.php/jish/article/view/8164</dc:identifier>
	<dc:identifier>10.34050/els-jish.v2i4.8164</dc:identifier>
	<dc:source xml:lang="en">ELS Journal on Interdisciplinary Studies in Humanities; Vol. 2 No. 4 (2019): DECEMBER; 541-555</dc:source>
	<dc:source>2621-0835</dc:source>
	<dc:source>2621-0843</dc:source>
	<dc:source>10.34050/els-jish.v2i4</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://journal.unhas.ac.id/index.php/jish/article/view/8164/4491</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2019 ELS Journal on Interdisciplinary Studies in Humanities</dc:rights>
</oai_dc:dc>