The Implementation Of HOTS In Reading:English Teachers' Strategies At Senior High School

drs.hartono, m.m, m.pd; hamzah puadi ilyas, ph.d.; siti zulaiha, ma., ph.d.;

This research examines the implementation of Higher Order Thinking Skills (HOTS) in reading instruction among English teachers in private and state senior high schools. It identifies a research gap in the practical use of technology to enhance HOTS, as previous studies focused primarily on theoretical understanding. The objective is to explore effective instructional strategies and the challenges faced by teachers in promoting HOTS. Methodologically, the study uses teacher reports to gather data on current practices. Key findings indicate that while teachers possess a solid theoretical grasp of HOTS and employ strategies such as scaffolding, open-ended questioning, and collaborative activities, they face significant challenges. These include time constraints, insufficient resources, inadequate professional development, and the varying readiness levels of students. Technology is recognized as a valuable tool for engaging students and facilitating collaborative learning, but its effective use is hindered by a lack of training and resources. The research underscores the need for targeted professional development, appropriate teaching materials, and the integration of technology to bridge the gap between theory and practice. It advocates differentiated instruction to address diverse student needs and calls for collaboration among educators, policymakers, and administrators. Policymakers should create supportive policies and allocate necessary funding, while administrators ensure schools have the required infrastructure and resources. Implications include the necessity for ongoing professional development, mentoring, and additional support for both teachers and students. By providing comprehensive support and resources, stakeholders can create an educational environment where HOTS are effectively integrated, preparing students for critical thinking and problem-solving in the 21st century.