Embedding Higher-Order Thinking Skills in the English Classroom to Address to Industrial Revolution 4.0
- DOI
- 10.2991/assehr.k.200804.005How to use a DOI?
- Keywords
- critical thinking, questioning, ELT
- Abstract
The advancement of technology due to the Industrial Revolution 4.0 imposes students to prepare themselves with higher-order thinking skills for their professional life in the future. However, they are not familiar with learning activities involving reasonings. Therefore, teachers need to respond to the issue by embedding higher-order thinking skills in the learning activities using a deep questioning strategy. Deep questions enable students to consider a different perspective, evaluating evidence, and solving non-routine problems. This paper highlights how higher-order thinking skills learning is implemented in the English classroom using deep questions strategy to respond to the Industrial Revolution 4.0. This classroom action research reports on a teacher’s experience in planning, implementing, observing and reflecting on the use of deep questioning as one of the ways to embed Higher-Order Thinking Skills in English learning activities. The results show that the deep questioning strategy combined with material selection, think-pair-share, and questions rephrasing strategies enables more students to actively participated in the class.
- Copyright
- © 2020, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Anis Ichwati Nur Rohmah AU - Erna Andriyanti PY - 2020 DA - 2020/08/05 TI - Embedding Higher-Order Thinking Skills in the English Classroom to Address to Industrial Revolution 4.0 BT - Proceedings of the 1st International Conference on Language, Literature, and Arts Education (ICLLAE 2019) PB - Atlantis Press SP - 24 EP - 30 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.200804.005 DO - 10.2991/assehr.k.200804.005 ID - Rohmah2020 ER -