Abstrak

In this thesis, interviews with junior and senior high school teachers from five different Indonesian provinces were conducted in order to reveal the extent of the EFL teachers' efficacy in promoting HOTS. Enactive mastery experience and the physiological and affective states are both observed to be essential to EFL teachers’ efficacy at promoting HOTS. With respect to the enactive mastery experience, four modes of influence, (1) scaffolding, (2) teaching strategies, (3) learning approaches, and (4) learning models are highlighted. Additionally, digital-based learning media, autonomous learning and language exposure are also found to be important in the promotion of HOTS within their teaching practices. With respect to physiological and affective states, EFL teachers do experience some negative effects, such as unconfidence, anxiety, worry, and burnout, and positive effects, such as internal motivation and external motivation, positivism, confidence and optimism. HOTS- based teaching and learning activities are executed by the respondents of the study. Here, classroom instruction models are employed and the findings show that amongst the six models, four models are identified to be part of the respondents’ EFL teaching practices: (1) the basic information-processing model, (2) the personal family model, (3) a working professional repertoire model, and (4) special purpose information-processing model. Each of these classroom instruction models contain instructional strategies that can enhance EFL teachers’ efficacy in order to promote HOTS. In the first model of classroom instruction, the basic information- processing model emphasizes standard teaching and learning practices in line with the curriculum. However, for T5, LOTS-based questions have dominated the entire teaching and learning processes when adopting the scientific approach in teaching reading, which equals to the C1 level of cognitive domain, Furthermore, for T24, HOTS-based questions in teaching speaking are at the level of C4 and C5 of cognitive domain. For T2, HOTS-based questions are employed in teaching writing, particularly in the step of generating and testing hypotheses when the scientific approach is adopted, and C4 as well as C6 levels of cognitive domain can be observed. For T15, teaching writing are also at C4 and C6 levels of cognitive domain, specifically when HOTS-based questions were delivered in the step of generating and testing hypotheses adopting the scientific approach. Additionally, HOTS-based questions are also employed by T15 in the step of setting goals and providing feedback adopting In this thesis, interviews with junior and senior high school teachers from five different Indonesian provinces were conducted in order to reveal the extent of the EFL teachers' efficacy in promoting HOTS. Enactive mastery experience and the physiological and affective states are both observed to be essential to EFL teachers’ efficacy at promoting HOTS. With respect to the enactive mastery experience, four modes of influence, (1) scaffolding, (2) teaching strategies, (3) learning approaches, and (4) learning models are highlighted. Additionally, digital-based learning media, autonomous learning and language exposure are also found to be important in the promotion of HOTS within their teaching practices. With respect to physiological and affective states, EFL teachers do experience some negative effects, such as unconfidence, anxiety, worry, and burnout, and positive effects, such as internal motivation and external motivation, positivism, confidence and optimism. HOTS- based teaching and learning activities are executed by the respondents of the study. Here, classroom instruction models are employed and the findings show that amongst the six models, four models are identified to be part of the respondents’ EFL teaching practices: (1) the basic information-processing model, (2) the personal family model, (3) a working professional repertoire model, and (4) special purpose information-processing model. Each of these classroom instruction models contain instructional strategies that can enhance EFL teachers’ efficacy in order to promote HOTS. In the first model of classroom instruction, the basic information- processing model emphasizes standard teaching and learning practices in line with the curriculum. However, for T5, LOTS-based questions have dominated the entire teaching and learning processes when adopting the scientific approach in teaching reading, which equals to the C1 level of cognitive domain, Furthermore, for T24, HOTS-based questions in teaching speaking are at the level of C4 and C5 of cognitive domain. For T2, HOTS-based questions are employed in teaching writing, particularly in the step of generating and testing hypotheses when the scientific approach is adopted, and C4 as well as C6 levels of cognitive domain can be observed. For T15, teaching writing are also at C4 and C6 levels of cognitive domain, specifically when HOTS-based questions were delivered in the step of generating and testing hypotheses adopting the scientific approach. Additionally, HOTS-based questions are also employed by T15 in the step of setting goals and providing feedback adopting the scientific approach, and C4, C5, as well as C6 levels of cognitive domain can be achieved. For T18, in teaching speaking, HOTS- based questions are also delivered in the step of generating and testing hypotheses adopting the scientific approach that are at C4, C5, and C6 levels of cognitive domain. In the second model, the personal family model spotlights the student- centred learning. Here, the teacher is involved in deciding the topic of the project for all groups. T9 and T27 respondents adopt this type of classroom instruction, which in teaching speaking, T9 adopts the step of teaching specific types of knowledge yielding two types of questions: 1) HOTS-based questions, and 2) LOTS-based questions. Similarly, in teaching writing executed by T27, the types of questions asked are more related to lower order questions using the step of activating prior knowledge. In the third model, a working professional repertoire model, a real-life context of learning can be experienced by students through learning executed in both inside and outside of the classroom. Respondent T17, adopts this model, in which in order to stimulate the students’ critical thinking skills by using the step of mental pictures in teaching speaking. As a result, the types of questions asked are more related to higher order questions at the C6 level of cognitive domain. However, T17 also asks the types of questions that are more into lower order questions in the step of teaching specific types of knowledge, which is at the C1 level of cognitive domain. In the fourth model of classroom instruction, the special purpose information-processing model emphasizes teachers’ pedagogical skills, mainly in mastering concepts or theories, such as learning models. Respondent T11 adopts this type of model of classroom instruction, in which the step of activating prior knowledge is used as the instructional strategy in teaching speaking and the level of C2 of cognitive domain is observed due to the domination of lower order questions. For T21, in teaching speaking, the same level of C2 of cognitive domain is also observed, because lower order questions are asked in the steps of formulating the expected learning outcome.