INVESTIGATING TEACHER’S HIGHER ORDER THINGKING SKILLS STRATEGIES IN EFL TEACHING READING AT VOCATIONAL SCHOOL CONTEXT

Abstract

The current study intends to investigate the strategies used by teachers to
improve students' higher order thinking skills in teaching reading and to
investigate the challenges faced by teachers in improving students' higher
order thinking skills in teaching reading of One Vocational School in
Cirebon. This research uses descriptive qualitative research. The subject of
the research was one English teacher who teaches in two classes in tenth
grade students of One Vocational School in Cirebon. Data collection are
obtained through observation and interviews. The findings show that the
number of strategies used by teacher is five types of teaching strategies,
namely informing learning objectives, divergent questions, group
discussions, giving feedback, and motivating. The researcher also found four
challenges faced by teacher was time, students learning ability, students
mastery, and planning domain. This happens because students still do not
understand higher order thinking skills. It is suggested that the teacher must
encourage active learning and always motivate students.