Student Teacher Designed-Tasks In Facilitating Higher Order Thinking Skills At Microteaching Classes Of Uin Sunan Ampel Surabaya

Abstract

Since higher order thinking skills become one of education goals, the thinking skills become essential for teachers in teaching it to learners. In Bloom’s taxonomy, the cognitive domain, Analyze, Evaluate, and Create level are defined as higher order thinking skills. In constructing the tasks, there will be several ways used to construct task in higher order thinking level. This study focuses on identifying student teacher designed-tasks in facilitating higher order thinking skills in their Microteaching classes as their preparation before going to internship. This study used qualitative method and checklist as the instrument. In particular, 20 lesson plans were analyzed to identify the tasks designed by the student teachers. In order to support the data, the students were interviewed. Based on the findings and the discussion, the student teacher designed-tasks that can facilitate higher order thinking skills are in the level 4 and 6 of Bloom’s cognitive domain. In relation to the principles of constructing tasks in higher order thinking skills, those tasks can present several principles from Brookhart’s such as the task presents resource or introductory material and the task asks to construct response. As a conclusion, tasks that are designed by the student teacher in UIN Sunan Ampel Surabaya can facilitate higher order thinking skills in the level 4 and 6 of Bloom’s cognitive domain by presenting principles of Brookhart’s. Thus, it can be a model for students of English Teacher Education Department in designing task to facilitate higher order thinking skills and as authentic material in teaching assessment task in the discipline.