- Brain-Based Learning (BBL), High Order Thinking Skill (HOTS), Students’ WritingAbility
Copyright (c) 2020 Mukminatus Zuhriyah, Ria Kamilah Agustina
This work is licensed under a Creative Commons Attribution 4.0 International License.
Direktorat Riset Dan Pengabdian Kepada Masyarakat
Grant numbers LLDIKTI VII no. 083/SP2H/LT/DRPM/2020
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.
Behin, B., & Hamidi, S. (2011). Peer correction: The key to improve the Iranian English as a foreign language learners productive writing skill. Procedia - Social and Behavioral Sciences, 30, 1057–1060. https://doi.org/10.1016/j.sbspro.2011.10.206
Donal, A. (2016). Indonesian Students’ Difficulties in Pronouncing English Diphtongs. Journal of English Education, 2(2), 55–62.
Flor, R. K., Monir, K. C., Bita, A., & Shahnaz, N. (2013). Effect of Relaxation Training on Working Memory Capacity and Academic Achievement in Adolescents. Procedia - Social and Behavioral Sciences, 82, 608–613. https://doi.org/10.1016/j.sbspro.2013.06.318
Girotra, K., Terwiesch, C., & Ulrich, K. T. (2010). Idea generation and the quality of the best idea. Management Science, 56(4), 591–605.
Indrilla, N., & Ciptaningrum, D. S. (2018). An Approach in Teaching Writing Skills: Does It offer A New Insight in Enhancing Students’ Writing Ability. LLT Journal: A Journal on Language and Language Teaching, 21(2), 124–133. https://doi.org/doi.org/10.24071/llt.2018.210201
Khalil, A. H. (2019). A Program Based on Brain-Based Learning and Emotional Intelligence for Developing EFL Secondary School Students’ Critical Writing Skills. Journal of Faculty of Education, 119(1), 51–74.
Khalil, A. H., El-nagar, B. E. E., & Awad, M. A. E. (2019). The Effect of Brain-Based Learning on Developing Some Speaking Skills of Egyptian EFL Secondary School Students. International Journal of Environmental & Science Education, 14(3), 103–116.
Mardiansyah, R. (2018). A Correlation between Self-Confidence and Essay Writing Achievement. Edukasi: Jurnal Pendidikan Dan Pengajaran, 5(2), 154–166. https://doi.org/10.19109/ejpp.v5i2.2326
Narwianta, N., Anggani, D., Bharati, L., & Rukmini, D. (2019). The Evaluation of Higher Order Thinking Skills in English School Nationally Standardized Examination at State Senior High School 6 Semarang. 9(3), 316–326.
Oghyanous, P. A. (2017). The Effect of Brain-Based Teaching on Young EFL Learners’ Self-Efficacy. English Language Teaching, 10(5), 158. https://doi.org/10.5539/elt.v10n5p158
Rahayu, A. U. (2015). Differences on Language Structure between English and Indonesian. International Journal of Languages, Literature and Linguistics, 1(4), 257–260. https://doi.org/10.18178/ijlll.2015.1.4.49
Salem, A. A. M. S. (2017). Engaging ESP Students with Brain-Based Learning for Improved Listening Skills, Vocabulary Retention and Motivation. English Language Teaching, 10(12), 182. https://doi.org/10.5539/elt.v10n12p182
Sianna, S., & Syawal, S. (2017). The Implementation of POEW in Teaching Writing. International Journal of Language Education, 1(1), 51–61.
Uzezi, J. G., & Jonah, K. J. (2017). Effectiveness of Brain-based Learning Strategy on Students ’ Academic Achievement , Attitude , Motivation and Knowledge Retention in Electrochemistry. 21(3), 1–13. https://doi.org/10.9734/JESBS/2017/34266
Yulianti, D. B. (2018). Learning strategies applied by the students in writing English text. Journal on English as a Foreign Language, 8(1), 19–38. https://doi.org/10.23971/jefl.v8i1.583