Promoting Higher Order Thinking Skills in Storytelling for Teaching English to Young Adolescents in 21st Century
Abstract
This paper presents research findings focusing on: (1) how Higher Order Thinking Skills in storytelling is promoted to teach English to young adolescents; (2) how students can gain some benefits from their learning; and, (3) some challenges faced by English teachers and strategies to anticipate them. An ethnographic study with three instruments was applied to collect the data. Three classes of three different schools were selected as the participants. The analysis reveals that HOTs started to be promoted to teach English to young adolescents throughout all learning sessions through various strategies: questioning, mind-mapping, brainstorming, role-playing, questioning, discussing, and creating new ideas composed in storytelling. The students found this learning model to be enjoyable and interesting because they can deliver their ideas critically worry-free. They could also relate their prior knowledge and experience. However, the teachers faced some challenges in promoting this model due to their linguistic competence and lack of experience in implementing HOT. Therefore, to anticipate the challenges, the teachers are motivated to continue their study and join some teacher development programs (seminars, workshops, and teacher trainings) to promote HOTs. By doing so, the teachers may obtain sufficient teaching exposures in implementing this model.
Keywords: 21
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