Abstract
In this study, the researchers implemented brain-based learning (BBL) model and the use of the students’ high order thinking skills (HOTS) in the teaching and learning of writing. The aim of this study was to know whether or not there was an interaction effect between teaching models and students’ HOTS on the students’ writing ability. This experimental research used a 2x2 factorial design. Two classes of the fourth semester of English Language Department became the population and the sample in this study. The students in both of the classes were divided into the students with high and low HOTS. Then, the experimental class was taught writing by using BBL and the control class used guided writing. Next, the data got from the writing test were calculated by using a two-way ANOVA. The result showed that Fo interaction (10.160) was higher than Ft (4.15) at the level of significance α=0.05. It means that there was an interaction effect between teaching models and students’ HOTS on the students’ writing ability. The mean score of the students with high HOTS taught by using BBL (82.44) was the highest. This brings to the conclusion that BBL and HOTS had significant interaction effect on the students’ writing ability.
 
 The skills of analyzing, evaluating and creating the students whose HOTS was high worked well when having discussion.
 The students’ relaxed feelings in BBL class could help them to get information about what to be written in their texts more and more by having discussion.
Highlights
As EFL learners, most of Indonesian students still fail to master English well (Marlina, 2013)
Since the implementation of brain-based learning (BBL) combined with high order thinking skill in teaching and learning process of writing is still rare, this study gives the new insight for all English teachers to use BBL and high order thinking skills (HOTS) in the class of writing
The result of this research becomes the proof that BBL and students’ HOTS had significant influence toward students’ writing ability
Summary
As EFL learners, most of Indonesian students still fail to master English well (Marlina, 2013). These difficulties can happen because there are some differences between Indonesian language and English language. The first difference is that those two languages have different ways in arranging the sentences. The second is that there is no difference of how to pronounce and how to spell the words in Indonesian language. The differences in the sounds and the spellings of the words do happen to English language. These differences often confuse the EFL learners very much
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