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All Journal Journal of English Language Teaching AL-ISHLAH: Jurnal Pendidikan
Cici Afriyeni
Universitas Negeri Padang
Education Languange, Linguistic, Communication & Media Social Sciences

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HOTS-Based Learning in Junior High Schools and Its Implication on Teachers’ Professional Development Nofrina Eka Putri; Fairoza Fairoza; Nadra Mardalena; Cici Afriyeni; Sania Lanen
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 3 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (430.825 KB) | DOI: 10.35445/alishlah.v14i3.1424

Abstract

AbstractRecently, there have been lots of trainings aimed at equipping teachers with knowledge and skills in designing HOTS-based learning and assessment, but do teachers transfer what they have acquired to the classroom appropriately? This descriptive qualitative research then seeks to reveal how HOTS-based learning conducted by teachers who have joined trainings on HOTS-based learning and assessment, and its implication toward their professional development in Junior High Schools. The subjects of the research were 3 teachers teaching English in 3 different Junior High Schools in West Sumatera. The data were obtained through interview. The results of the research indicate that the teachers have already had clear understanding on the nature of HOTS, but HOTS-based learning is not yet optimally conducted at school due to the teachers’ less capability in translating the knowledge on HOTS into practical activities. Furthermore, it is found that HOTS-based trainings and workshops offered so far seem more intended to equip teachers to design HOTS-based questions for testing purposes. Hence, the results imply that the upcoming trainings or workshop provided for the teachers should balance the needs for assessment and the needs for learning materials and activities. They should also be strengthened with coaching programs to help the teachers correctly apply what they have acquired, especially in designing materials and learning activities.  AbstrakBelakangan ini banyak pelatihan yang ditujukan untuk membekali guru dengan pengetahuan dan keterampilan dalam merancang pembelajaran dan penilaian berbasis HOTS, tetapi apakah guru sudah mengaplikasikan apa yang telah mereka peroleh di kelas dengan tepat? Penelitian deskriptif kualitatif ini bertujuan untuk mengungkap bagaimana pembelajaran berbasis HOTS dilakukan oleh guru yang telah mengikuti pelatihan pembelajaran dan asesmen berbasis HOTS, serta implikasinya terhadap pengembangan profesional mereka di SMP. Subjek penelitian ini adalah 3 guru yang mengajar bahasa Inggris di 3 SMP yang berbeda di Sumatera Barat. Data diperoleh melalui wawancara. Hasil penelitian menunjukkan bahwa guru sudah memiliki pemahaman yang baik mengenai hakikat HOTS, namun pembelajaran berbasis HOTS belum optimal dilakukan di sekolah karena guru kurang mampu menerjemahkan pengetahuan tentang HOTS ke dalam kegiatan praktik. Lebih lanjut, ditemukan bahwa pelatihan dan lokakarya berbasis HOTS yang ditawarkan selama ini tampaknya lebih ditujukan untuk membekali para guru dalam merancang soal-soal ujian berbasis HOTS. Hasil ini menyiratkan bahwa pelatihan atau lokakarya yang akan datang yang disediakan untuk para guru harus menyeimbangkan kebutuhan asesmen dengan kebutuhan materi dan kegiatan pembelajaran. Mereka juga harus diperkuat dengan program pendampingan untuk membantu para guru menerapkan dengan benar apa yang telah mereka peroleh, terutama dalam merancang materi dan kegiatan pembelajaran. 
The Students’ Perception toward Reward and Punishment to Increase Their Motivation in Learning English Cici Afriyeni; M. Zaim
Journal of English Language Teaching Vol 12, No 3 (2023)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v12i3.124448

Abstract

The purpose of this study is to find out the students’ perception toward reward and punishment in learning English, kinds of reward and punishment given by the teacher in learning English, and how reward and punishment increase students’ motivation in learning English. This research uses descriptive method. A total of 68 of the eleventh grade students in SMAN 12 Padang are chosen using cluster random sampling method. Observation, questionnaire, and interview are used to collect the data. The results of this study show; (1) Teacher gives several kinds of reward in learning English, namely material or symbolic reward, teacher-based reward, preferred activity reward, and good school report reward. (2) Teacher gives several kinds of punishment in learning English, namely symbolic punishment, teacher-based punishment, curtailment activity punishment, home-linked punishment, memorizing vocabularies, and changing students’ seating arrangement. (3) The students have very positive perception toward reward in learning English. (4) The students have positive perception toward punishment in learning English. (5) Reward can encourage students to study harder and punishment give deterrent effect on students. In conclusion, the students have very positive perception toward reward and punishment in learning English. Moreover, reward and punishment affected students’ motivation in learning English.
Co-Authors Fairoza Fairoza M. Zaim Nadra Mardalena Nofrina Eka Putri Sania Lanen