ABSTRACT

This research was designed to investigate the effectiveness of the Town Map Model to improve

pupils’ Higher Order Thinking Skills (HOTS). Five pupils from Year 4 of Sekolah Kebangsaan

X were selected to participate in this research. The data was collected using questionnaire,

document analysis and non-participant observation. Then, the data was analyzed qualitatively.

From this research, it showed that all the five research participant had benefitted from the

usage of the intervention. Based on the findings, all five research participants have shown

improvement in answering HOTS questions. They were able to apply critical and creative

thinking by giving comprehensible answers to the HOTS questions. At the same time, the

research participants also enjoyed learning English using the Town Map Model. As such, these

findings proved the effectiveness of the Town Map Model in enhancing pupils’ HOTS.

Keywords: higher order thinking skill, town map model

i
 ABSTRAK

Kajian ini direkabentuk untuk mengkaji keberkesanan Model Pemetaan Bandar (Town Map

Model) untuk meningkatkan Kemahiran Berfikir Aras Tinggi (KBAT) murid. Seramai 5ima

murid dari Tahun 4 Arif Sekolah Kebangsaan X telah dipilih untuk mengambil bahagian dalam

kajian ini. Data-data telah dikumpul menggunakan kaedah soal selidik, analisis dokumen dan

pemerhatian. Kemudian, data dikumpul dan dianalisis secara kualitatif. Kajian ini telah

menunjukkan bahawa kelima-lima peserta kajian telah menunjukkan peningkatan daripada

penggunaan model ini.dari aspek dalam menjawab soalan KBAT. Mereka dapat

mengaplikasikan pemikiran kritis dan kreatif dengan memberikan jawapan yang mempunyai

elemen KBAT. Pada masa yang sama, peserta penyelidikan juga berasa pembelajaran

bahasa Inggeris menggunakan Town Map Model amatlah menyeronokkan. Oleh itu,

penemuan ini telah membuktikan bahawa Town Map Model berkesan dalam meningkatkan

KBAT murid.

Kata kunci: Kemahiran Berfikir Aras Tinggi, model pemetaan bandar

ii
 DECLARATION OF SUPERVISOR

“I declare that I have read this research report

and in my opinion this was sufficient in terms of

the scope and quality for the degree of

Bachelor of Education in Teaching English as a Second Language”

Signature : ……………………………………..

Supervisor’s name : Rozita binti Rashid

Date : 8 September 2017

iii
 DECLARATION OF INTEGRITY

“I hereby declare that this action research is based on my original work except for

quotations and citations which have been duly acknowledge. I also declare that this

work has not been previously or concurrently submitted for any other degree at IPG

or any other institution”

Signature : ……………………………………..

Writer’s name : Andy Lim Teik Hong

Date : 8 September 2017

iv
 DEDICATION

To my beloved parents; Lim Khong Chiu and Ng Yoke Oi,

Thank you for your inspirations, constant motivation, encouragement, love and
steadfast support to give my utmost best in all that I do.

To my supervisors,

Pn. Rozita bt. Rashid

and

En. Abdul Wahab bin Sulaiman

Thank you for the guidance, support, advice and encouragement given.

To Classmates of TESL PISMP JUNE 2014 INTAKE

Thank you for the constant support and guidance when in need.

Let us all achieve success in life.

v
 ACKNOWLEDGEMENT

The completion of this Action Research would not have been possible without
God’s grace and mercy in helping me to overcome the obstacles faced throughout my
journey. With His guidance and blessings I am able to complete this action research.

Firstly, I would like to convey my heartfelt thanks to my lecturers who are Pn.
Rozita binti Rashid, Pn. Nor Azurawati binti Ahmad Zuhdi and En. Abdul Wahab bin
Sulaiman for patiently guiding and the support given throughout the process of
completing my action research.

My special thanks to my parents for their endless support for me from the very
beginning of my study up till now. My special thanks also to Miss Kiang Xin Tian for
her moral support and assistance in the completion on this research.

I would also like to thank my practicum mates, school committee, teachers

and pupils who gave so much encouragement and guidance in order to successfully
complete this action research.

I would also like to convey my appreciation to all those involved either directly
or indirectly involved to help me complete this action research.

vi
 TABLE OF CONTENT
ABSTRACT i

ABSTRAK ii

DECLARATION OF SUPERVISOR iii

DECLARATION OF INTEGRITY iv

DEDICATION v

ACKNOWLEDGEMENT vi

TABLE OF CONTENT vii - viii

LIST OF TABLE ix

LIST OF FIGURE x

LIST OF APPENDICES xi

CHAPTER 1 : INTRODUCTION 1-6

1.0 Introduction

1.1 Context/Background of Study

1.2 Reflection on teaching experience/theoretical framework

CHAPTER 2: LITERATURE REVIEW 7-9

CHAPTER 3: FOCUS OF INVESTIGATION 10 - 12

3.0 Introduction

3.1 Statement of Problem

CHAPTER 4 : OBJECTIVE/RESEARCH QUESTIONS 13

4.0 Introduction

4.1 Research Objectives

4.2 Research Questions

vii
CHAPTER 5 : TARGET GROUP/PARTICIPANTS 14 - 15

5.0 Introduction

5.1 Target Group / Participants

5.2 Limitation of the Research

CHAPTER 6 : DATA COLLECTION INSTRUMENTS 16 - 19

6.0 Introduction

6.1 Implementation of Action Plan

6.2 Data Collection Methods

CHAPTER 7 : DATA ANALYSIS AND INTERPRETATION 20 - 35

7.0 Introduction

7.1 Data Analysis and Interpretation

7.2 Data Triangulation

7.3 Discussion on Findings

7.4 Answering Research Questions

CHAPTER 8 : REFLECTION AND IMPLICATION 36 - 37

8.0 Introduction

8.1 Reflection

8.2 Implication of the Research

CHAPTER 9 : PLANS FOR FURTHER RESEARCH 38 - 39

9.0 Introduction

9.1 Suggestion and Recommendations

REFERENCES 40 - 42

APPENDICES 43 - 46

viii
 LIST OF TABLES

Page

Table 1 Questionnaire Analysis 1 20 - 21

Table 2 Questionnaire Analysis 2 21

Table 3 Observers’ Comments 25 - 26

Table 4 Test Analysis 28

ix
 LIST OF FIGURES

Page

Figure 1 Kurt Lewin’s Model 16

Figure 2 Comparison graph 29

Figure 3 Triangulation of Data 31

x
 LIST OF APPENDICES
Page

Appendix 1 Non-participant observation form 44

Appendix 2 Questionnaire 45

Appendix 3 Pre-test and Post-test 46

xi
 CHAPTER 1

INTRODUCTION

1.0 Introduction

This chapter introduced the context and background of the study and also to

reflect on past teaching experiences based on practicum and internship period.

Analysis of problems faced and selected appropriate issue was discussed along with

supporting literature reviews and theories. The implementation of a Town Map Model

was done step by step to familiarize pupils on how its usage as well as to obtain the

results among the research participants. According to Chow & Jaizah (2011), action

research can be defined as a term to analyze researchers that have done research

on self-practice in order to improve on a certain findings. This is in line with the

definition given by Elliot (1991) that action research refers to a process when teachers

work collaborately to reflect on their practice. Therefore, in this action research, the

researcher focused on the effectiveness of the Town Map Model to teach Higher

Order Thinking Skills (HOTS).

1.1 Context/Background of the Study

From the past teaching experience during three practicums in different

schools, the researcher noticed that HOTS was a major weakness that needed to be

addressed in order to be able to keep up in the 21st century learning. The researcher

had experienced two different schools before his third practicum and also

encountered pupils with different levels of proficiency. The researcher learned that

each pupil had different abilities of learning in terms of level of understanding of

HOTS. For example, even though some pupils were of below average in terms of level

of proficiency in English, however, they were able to answer HOT questions.

The researcher had his third practicum in Sekolah Kebangsaan X, Perlis. He

was assigned to teach English language, a major subject to Year 4A for three months.

1
There were 26 pupils in the class consisted of twelve boys and fourteen girls. The

Year 4 batch in this school consisted of three classes which were Arif, Bestari, and

Cekal. Although 4 Arif was the first class in the batch, their level of proficiency in

English did not fulfill the researcher’s expectation. The pupils were of mixed-abilities

which ranged from average to below average level of proficiency. Most of them came

from villages near the paddy fields. Generally, their parents worked as farmers and

labourers. They worked from early morning and they had no time to look at their

children’s development in school. They were not concerned about their children’s

education which could be one of the possible reasons that drove the discouragement

of the pupils’ learning.

The researcher also noticed that school had very high absentees and

sometimes pupils were absent for almost a week. This showed that some parents did

not really stressed on their children’s attendance to school. The researcher found that

some pupils had low motivation towards learning especially English subject. This was

confirmed by the school teacher who informed me that the pupils barely did their

homework. The teachers of the school informed me that most pupils came to school

in order to play with their friends.

1.2 Reflection on Teaching Experience/Theoretical Framework

1.2.1 Reflection on Teaching Experience

English Language is taught as a second language in Malaysia. Having to learn

English as a second language in Malaysian setting, teachers must tolerate on the

students’ cultural and social background as this would contribute to their attainment

in the language proficiency (Noor & Nooreiny, 2014). Based on the researcher’s

experience teaching three schools from different areas and students’ background, he

had noticed that they all shared a common problem towards language learning

particularly in terms of higher order thinking skills (HOTS). Another thing in common

2
between pupils in schools taught by the researcher is majority of pupils had minimal

exposure to English language. In other words, they had very limited English language

interaction as they mainly used their mother tongue language to interact and

communicate among themselves.

From the researcher’s observation during his practicums in school, pupils had

a common interpretation that learning English was difficult as it was not their mother

tongue language, especially using HOT skills in the target language. Pupils found that

learning HOTS was difficult because they were not exposed to use these skills

adequately. The element of HOTS included creative and critical thinking, analytical

reasoning, decision making as well as problem solving. In addition to that, the

Preliminary Report of the Malaysia Education Blueprint 2013-2025 had shown that

most lessons in schools did not adequately engage students in constructive thinking

where many teachers still relied on ‘lecturing’ format and learning therefore only

involved the process of recalling facts or delivering knowledge to students rather than

cultivating HOTS in teaching and learning process. This was because teachers in

school have the mindset that pupils do not know the way to answer HOTS questions.

Therefore, most of them took the easy way out by omitting such questions oblivious

to the fact that they have missed on one the most important “R” skills in the new KSSR

Standard Document which was “R”easoning aside from “R”eading, a”R”ithmetic, and

w”R”iting.

Krashen (1995) stated that for acquisition to occur, the learner had to be

exposed to the language which was beyond his current competence (that is i+1),

which could be understood and still be challenged to make progress. However, HOTS

was not something similar like teaching of grammar skills whereby pupils were

required to memorize certain set of rules and pattern. Instead, HOTS is a thinking

process, which consisted of complicated procedures and needed to be based on

3
various skills such as analysis, synthesis, comparison, inference, interpretation,

assessment, and inductive and deductive reasoning to be employed to solve

unfamiliar problems (Smith, 1992; Zohar & Dori, 2003). Therefore, from the

researcher’s past teaching experience, pupils tended to avoid HOTS questions when

they were faced with them. Usually, pupils would end up leaving the questions blank

and wait for the teacher to write down the answers. They did not want to try to answer

them although adequate guidance had been given.

During the 12 weeks of teaching, there were five modules that the researcher

used in teaching the class which were listening and speaking, reading, writing,

grammar and language arts. In order to determine the level of proficiency of the pupils,

the researcher conducted a diagnostic test in the first week. The result showed that

most of the pupils were not able to answer most of the questions correctly. In addition

to that, majority of the pupils were unable to answer HOTS questions when

worksheets were given. Only one or two pupils were able to apply HOTS. Although

they were able to write fathomable answers, they made mistakes in terms of their

sentence construction and grammar usage. There were a few measures to guide the

pupils that the researcher had carried out such as using pictures, realia, model, and

videos to assist pupils in their learning. Pupils had shown to understand better when

the researcher used teaching aids to explain a certain concept aside from making the

lesson more interesting. As such, in order to introduce pupils to HOTS, the researcher

had decided to use a Town Map Model as one of the ways to enhance HOTS.

1.2.2 Theoretical Framework

a) What is HOTS and why use HOTS?

Byrnes (1996) classified HOTS into 4 levels; 1) the application level, 2) the

analysis level, 3) the synthesis level, and 4) the evaluation level. Anderson and

4
Krathwohl (2001) proposed the concepts of Bloom’s Taxonomy Revised, and

classified cognitive approaches to learning into six levels; 1) remembering, 2)

understanding, 3) applying, 4) analyzing, 5) evaluating, and 6) creating. According to

Shaari et al. (1993), the characteristics of students with HOTS are open-mindedness

for risk-taking, curiosity, keen on fact discovery, planning and indicating the most

suitable method, have a systems thinking process, think carefully, use evidence to

think rationally and frequent self-monitoring. Therefore, the Ministry of Education had

a specific aim of teaching thinking skills in schools. According to Rajendran (2001), in

view of fulfilling the principles of the National Philosophy of Education and the meet

the demands of the challenges of Vision 2020, the Ministry of Education had

announced a policy in 1994 that by the year 2000, a minimum of 60 per cent of the

public examination questions would test the creative and analytical thinking skills of

the students.

When considering the educational context and expectations of our teachers today,

an evaluation of teacher-efficacy in promoting higher-order thinking skills (HOTS) in

the classroom is more important than ever (Lindsey, 2013). The Education Blueprint

had listed down six key attributes needed by every student to be globally competitive

which were:

 Knowledge

 Thinking skills

 Leadership skills

 Bilingual Proficiency

 Ethics and Spirituality

 National Identity

According to the Malaysian Education Blueprint 2013-2025, one of the specific skills

and attributes that students would need to thrive in tomorrow’s economy and

globalized world is thinking skills and was defined as follows:

5
 Every child will learn how to continue acquiring knowledge throughout their

lives (instilling a love for inquiry and lifelong learning), to be able to connect

different pieces of knowledge, and to create new knowledge. Every child will

master a range of important cognitive skills, including critical thinking,

reasoning, creative thinking, and innovation.

(MOE, 2015)

b) Why Use Teaching Aids in the Classroom?

Teaching aids were not something alien to teachers anymore. In fact, every

teacher had their own set of teaching aids in order to assist them in the teaching and

learning process. Undeniably, to make their activity more successful, both class

teachers and single subject teachers could use numerous teaching aids, which will

simultaneously serve as sources of knowledge and instruments of learning

(Djurdjanovic, 2015). Research from her findings too had shown that the use of

various teaching aids was important for the education of students. Meanwhile,

teachers also continuously faced the need for the most frequent use of these aids.

The main advantage of using teaching aids into the classroom was to make

the learning experience more memorable for the learner. To give a couple of simple

examples, if you were going to teach vocabulary of fruit and vegetables it could be

much more effective for students if they could touch, smell and see the objects at the

same time as hearing the new word. This would appeal to a wider range of learner

styles than a simple flashcard picture of the piece of fruit or vegetable.

6
 CHAPTER 2

LITERATURE REVIEW

Malaysia’s poor performance in international assessments such as

Programme for International Student Assessment (PISA) and Trends in International

Mathematics and Science Study (TIMSS) in recent years had led the Malaysian

government to introduce initiatives to assist students who did not have higher order

thinking and problem solving skills (MOE, 2013). Higher Order Thinking Skills (HOTS)

has been a hot issue since the introduction of the school-based assessment (The Star

Online, 2014). Until now, this issue on implementing HOTS syllabus at schools in line

with the School-based assessment programme is still hotly debated. So, what is

HOTS actually? The Malaysia Education Blueprint 2013-2025 (MEB) defines HOTS

as the ability to apply one’s knowledge and skills for problem-solving and decision-

making, and to be more innovative and creative. Based on the Ministry of Education

(2013), HOTS is the ability to apply knowledge, skills and values in making reasoning

and reflection to solve problems, make decisions, innovate and strive to create

something. It is necessary for students to learn and practice this ability in order to

acquire answers, to make decisions, and to solve problems (Lewis and Smith. 1993).

No doubt, HOTS skills is also essential in order for pupils to be able to keep up with

the highly competitive world in the 21st century. This is further supported by Krishnan

and Muhammad Yassin (2009) who believe that the ability to memorize the whole

textbooks is no longer sufficient for students to be excellent and competent. On the

other hand, they must also be able to explore and relate the knowledge gained with

the real world, by utilizing these 21st century skills.

Nowadays, education is heavily dependent on high-quality educational media

to improve the quality of education. Based on Djurdjanovic (2015), both class teachers

7
and single subject teachers can use numerous teaching aids, which will

simultaneously serve as sources of knowledge and instruments of learning to make

their activity more successful. When we speak of realia, therefore, let us limit its

meaning to what students can see, hear, talk or talk about. Thus, this includes the

wide variety of media available now such as pictures, model, videos, audios,

newspapers, and so on. Thus students are no longer limited by the walls of a

classroom or the knowledge of a single textbook. By presenting information through

diverse authentic media, it helps to make English language input as comprehensible

as possible and to build "an associative bridge between the classroom and the world"

(Heaton, 1979). Moreover, research findings by Shabiralyani et.al (2015) on the

impact of visual aids in the learning process have shown that students find visual aids

sessions useful and relevant when it has some direct relation to the course content.

This action research is to investigate the usage of a town map model as a

teaching tool to enhance higher order thinking skills. According to Platt & Platt (1992),

realia are actual objects and items which are brought into a classroom as example or

as aids to be talked written about and used in teaching or concrete objects and the

paraphernalia of everyday life. Similar to realia in terms of concept and usage, a

model is a representation or copy of an object that is larger or smaller than the actual

size of the object being represented. A model can be used in library science and

education to refer to objects that are used in the classroom to build background

knowledge and vocabulary (Sukrina, 2012). It is also used to provide experiences to

provide students with opportunities to use all the senses in learning. Therefore, this

action research, I am attempting to find out on the effectiveness of using Town Map

Model in enhancing pupils’ creative and critical thinking skills.

Therefore, through the Town Map Model of a town that I had made, it is a

great way to break from the common way of showing pictures and asking pupils to

8
determine based on what they see in the pictures. For example, pupils can relate the

buildings to their daily lives and add on or even relocate the buildings. It also offers

pupils an authentic experience where they can connect themselves with the real-world

and relates with what they see. Thus, many major advantages can be reaped by

utilizing a town map model especially in enhancing pupils’ HOTS.

9
 CHAPTER 3

FOCUS OF INVESTIGATION

3.0 Introduction

This chapter outlines the focus of this research by rationalization of the

problem statement, how the preliminary investigation is planned, conducted and

analyzed as well as the criteria of selection of samples and research participants. In

the problem statement, the researcher had mentioned a few problems that he had

experienced in his practicum schools.

3.1 Statement of Problem

Throughout the practicum phases, the researcher observed that a big number

of the pupils’ population had trouble in answering questions that required HOTS. This

issue did not only occur to pupils who were with low English language proficiency but

also to those who were counted as average and high achievers. Based on my

observation, majority pupils tended to view HOTS questions as difficult and complex,

causing them not to take much interest in trying to answer them. Pupils relied too

much on the teacher to provide answers. In the end, it caused pupils to be complacent

in mastering how to tackle such questions and in the worst case scenario, they lost

their interest to learn English language.

Another problem that the researcher had observed was that most pupils had

low levels of proficiency in English language. It was observed that the language

learners’ low proficiency resulted from the mistakes they made in vocabulary and

grammar throughout the learning process. Proficiency can be defined as “the ability

of students to use the English language to make and communicate meaning in spoken

and written contexts (DEEWR, 2009). How well English language learners can write

and read was directly related to their levels of English language proficiency in writing

and reading. Obviously, pupils’ language proficiency was closely related to their

10
fluency in any particular language skill. The ability to express the message smoothly

and clearly was very important for the language learners to convey their intended

meaning. It is vital to realize that this is a normal part of the language development

process. Thus, there is a way to provide a less threatening atmosphere that may help

pupils learn to develop their fluency and proficiency in language but at the same time

not compromise the necessity to improve their level of accuracy.

Based on Prayoonsri et al. (2015), students with HOTS are able to create new

knowledge and make appropriate and logical decisions. Thus, linking to pupils’ level

of proficiency, it can be said that the pupils had problem in answering HOTS questions

was due to their low level of vocabulary and proficiency. Pupils mostly did not answer

the questions because they did not understand the requirement of the questions.

These led to them to wait for answers or copy from their friends oblivious to the fact

that they did not know their friends’ answers could be right or wrong. The researcher

also had realized that pupils mostly favour copying answer from the passage provided

as they have learned on how to get answers from the text in a reading comprehension.

Previously, pupils had been trained to find answers by copying the sentences from

the text directly. Thus, when they were faced with HOTS questions such as “In your

opinion” or “Why do you think”, they tended to give up. As a result, they left the

questions blank or copied any sentences from the text. For example, from the

diagnostic test that the researcher had carried out on the pupils, he felt that the gap

between the pupils who were categorized as average and weak were too wide. During

the test, some of the above average pupils can answer the questions that required

HOTS while the weak pupils just left the questions blank. This happened because the

pupils did not know the answers as they were too used to getting answer directly from

the text without using any thinking skills. They were unable to use critical and creative

thinking skills and gave reasoning. In the end, the pupils started to choose any

11
sentences from the text as answers in order to finish answering all the questions in

the test.

Apart from that, based on the interview that the researcher carried out with

the English class teacher, the researcher noticed that the teacher kept telling him that

the pupils had big issues regarding answering HOTS questions. During her lesson,

she faced problems when she wanted the pupils to complete the worksheets that

contained questions that required HOTS. They could not understand the requirements

of the questions and end up just leaving it blank. She added that the cause of the

problem was because they were not given enough exposure and practice. The pupils

were struggling in understanding how to use critical and creative thinking and problem

solving skills because they have received poor and inadequate knowledge on how to

tackle such questions using thinking skills. As such, she refrain from giving any HOTS

questions because she knew that pupils would either leave the questions blank or

answer not according to the question’s requirement. She also reiterate that most of

the teachers have the assumption that pupils do not understand on how to answer

HOT questions, therefore will not include such questions in worksheets.

For the researcher, these pupils were slow learners and they needed more

exposure and practice to enhance their thinking skills as well as their proficiency in

English. The researcher believed that these pupils came to school with full of real life

experiences of their daily life but only lacked the exposure to apply critical thinking in

solving problems as well as lacking the grammar to put their experiences in words.

Thus, the researcher thought that it was essential to assist them by using a town map

model that could be a starting point to enhance pupils’ thinking skills. In this way,

pupils would be able to receive adequate guidance stage by stage to increase their

critical and creative thinking skills as well as problem solving skills.

12
 CHAPTER 4

OBJECTIVE/RESEARCH QUESTIONS

4.0 Introduction

This chapter discussed the research objectives and research questions.

4.1 Research Objectives

This research was carried out to achieve certain targets. The objectives of the

research were:

a. Identify the effectiveness of using the town map model in

enhancing pupils’ higher order thinking skills.

b. Explore the extent to which the use of town map model to improve

pupils’ higher order thinking skills.

4.2 Research Questions

The research questions were:

a. Can the town map model enhance pupils’ higher order thinking

skills?

b. How effective is the town map model if it is to be applied in the

teaching and learning session.

13
 CHAPTER 5

TARGET GROUP/PARTICIPANTS

5.0 Introduction

This chapter discussed on the background of the target group and the

research participants in this research and the limitations set for this research.

5.1 Target group/Research Participants

Class 4X was chosen as research participants. There were 26 pupils consisted

of 12 male pupils and 14 female pupils. The research participants consisted of all

Malay pupils. Eight were of average proficiency level in English language and the rest

were classified as low level proficiency. Based on the semi-structured interview,

research participants had high interest in learning through the town map model. The

research participants came from both low and average social economic status.

All participants could read and understand basic instructions given in English.

Most of them were below average in terms of level of proficiency. There were a few

pupils who were above average in terms of proficiency. The pupils also had problems

in English vocabulary. They had problem in pronouncing some words and they also

did not know their meaning. This happened because the pupils lack the teaching of

vocabularies within their knowledge. Apart from that, pupils learning habits in this

school were quite similar to pupils in other schools. Teachers needed to keep them

busy with activities and tasks because the pupils were easily distracted by the

environment around them as they had a short attention span. For example, after the

pupils had completed their work, they tend to disturb the others by walking around the

class or distracting other friends.

14
5.2 Limitation of the Research

The size of the class was 26 pupils. The researcher narrowed his research

participants to 5 pupils. This was to make it easier to collect and obtain specific data

to evaluate and analyze the effectiveness of utilizing the town map model in

enhancing HOTS. Two out of five of the research participants were above average in

terms of proficiency and the other three of participants were of below average. Thus,

the researcher had decided to be very focus in identifying the effectiveness of town

map model in teaching HOTS.

15
 CHAPTER 6

DATA COLLECTION INSTRUMENTS

6.0 Introduction

This research attempted to investigate the effectiveness of using the Town

Map Model to enhance Higher Order Thinking Skills (HOTS) for Year 4 pupils. This

chapter outlined the layout of the methodology used to approach the pupils, to conduct

the lesson, to introduce the intervention, to implement it and to collect data.

6.1 Implementation Of Action Plan

The researcher had chosen to use Kurt Lewin’s Model (1948) to carry out this

action research.

Phase 1: Identify
common ideas or
initial ideas

Phase 6: The second

Phase 2: Opinion
course of action to
and fact finding
take

Phase 3: Plan and

Phase 5: Correction
take first step of
scheme
action (implement)

Phase 4: Evaluate
and reflect

Figure 1. Kurt Lewin’s Model (1948)

16
General Procedure of Action

The below table summarize the general procedure of action that had been carried out.

Lesson 1: Teacher conducted pre/diagnostic test to test on pupils’ higher order

thinking skills and to select research participants.

Lesson 2: Implementation of intervention using scale model

Lesson 3: Post-test

DATA COLLECTION

Questionnaire Observation Pre-test and Post-Test

ANALYSIS AND INTERPRETATION OF THE DATA

Questionnaire Observation Pre-test and Post-Test

FINDINGS

&
SUGGESTION AND RECOMMENDATIONS

6.2 Data Collection Methods

This research used the mixed method to collect both quantitative and

qualitative data. For this, the researcher used three data collection methods to further

support his findings. Among them were observations, questionnaire, and document

analysis.

17
6.2.1 Questionnaire

A questionnaire is a research instrument consisting of a series

of questions and other prompts for the purpose of gathering information from

research participants. The researcher had prepared a set of questions to be given to

the research participants. Questionnaires are deemed as a written interview. They

could be carried out face to face, by telephone or post (Holmes & Rahe, 2012). Open

ended questions and close ended questions were both used in this questionnaire.

These questions were essential in order to gain data for the research and to answer

the research questions. Questionnaire was given to the research participants at the

end of the implementation of the intervention. It was done in a classroom where the

research participants was placed separately. This was to refrain the research

participants from influencing one another as well as avoiding biasness.

6.2.2 Non-participant Observation

A non-participant is an observer who visits a site and records notes without

becoming involved in the activities of the participants (Creswell, 2012). The

researcher had prepared the observation schedule to be filled by the non-participant

observer. The same observation schedule would be useful for all two lessons. This

method was used to decrease the biasness of the data (Huah, 2012)

The purpose was to observe on pupils’ focus or engagement level during the

lesson, participation and involvement in the activities as well as to indicate interest in

the activities during the lesson. The observer took note of the actions in the classroom

as well as giving their own opinions, thoughts and suggestions for the research.

Besides, the observation data would logically be more thorough if it was collected by

a non-participant observer as they would only be pre-occupied with making the field

notes and not teaching or handling the class.

18
6.2.3 Pre-test and Post-test

Documents could provide a context for the practices observed (Huah, 2012).

The document that was collected and analysed were the participants’ test results. The

marks obtained by research participants provided details of the direct ability of the

participants’ related to answering questions that required HOTS. The purpose of this

data was to ensure there was support material that could be used to determine the

effectiveness of the Town Map Model to enhance HOTS skill.

19
 CHAPTER 7

DATA ANALYSIS AND INTERPRETATION

7.0 Introduction

This chapter outlines the presentation of the information after analysis has

been done. Interpretations from data collected will be discussed in this chapter. The

aim and objectives outlined in chapter 3 will be used as a guide to enable the

researcher to analyse and interpret the data.

7.1 Data Analysis and Interpretation

7.1.1 Questionnaire

A set of questionnaire was given to the research participants after the

intervention had been used. It was done separately in order to keep the research

participants from influencing one another. The questionnaire consist of four questions

pertaining to the intervention done.

Table 1

Questionnaire Analysis 1

Question Pupil 1 Pupil 2 Pupil 3 Pupil 4 Pupil 5

Q1 Yes Yes Yes Yes Yes

Q2 Yes Yes Yes Yes Yes

Q3 Town Map Town Map

Both Both Both
Model Model

20
 I think it
You can
can be
teach us Road
Q4 used in the Occupations Occupations
about Safety
Science
colours.
subject

Table 2

Questionnaire Analysis 2

Question Remarks

Do you enjoy learning using the Town Research participants agreed that they
Map Model? enjoy learning using the Town Map
Model

Does the Town Map model allows you Research participants admitted that
to think critically to answer HOT Town Map Model is helpful in assisting in
questions? their learning where they can relate to
their daily lives.

If you are to choose between using All research participants found that the
pictures or the town map model to learn, Town Map Model is more:
which one will you prefer? Give the
(a) interesting
reason(s) for your answer.
(b) easy

(c) can be related to daily life.

Do you agree if Town Map Mode is to Research participants agreed that this
be used in other topics or subjects? Town Map Model should be applied in
other topics and subjects.

21
Question 1: Do you enjoy learning using the Town Map Model?

Pupil 1: Yes, I do.

Pupil 2: Yes, I really enjoy it!

Pupil 3: Yes, I like it.

Pupil 4: Yes.

Pupil 5: Ya, saya suka belajar menggunakan model / Yes, I like learning using the
Town Map Model.

This question was designed to identify whether or not the pupils enjoyed

learning using the Town Map Model. Based on the respond given by the research

participants, all of them enjoyed using Town Map Model as part of their learning. This

is because the researcher brought something new into the classroom where pupils

are able to actively participate in learning. Moreover, the activity conducted were fun

and meaningful. This indicated that the intervention does acquire the joyful factor that

will support the intervention effectiveness in the classroom.

Question 2: Does the Town Map model allows you to think critically to answer

HOT questions?

Pupil 1: Yes, I am able to answer the questions based on the Town Map Model

Pupil 2: Yes.

Pupil 3: Yes.

Pupil 4: Yes.

Pupil 5: Yes.

22
 All of the research participants had given their feedback and agreed that the

Town Map Model could help them to understand better and think critically. They also

agreed that the Town Map Model could act as a medium that helped them to get better

understanding on the HOTS questions that were asked. This is because they were

able to apply their senses as well as relate it to their daily lives.

Question 3: If you are to choose between using pictures or the town map

model to learn, which one will you prefer? Give the reason(s) for

your answer.

Pupil 1: Both. Because I can learn many things by looking at the items.

Pupil 2: Town Map Model. Because I can move the buildings around.

Pupil 3: Town Map Model. Because I can use all my senses in learning.

Pupil 4: Both. Because it is fun and interesting.

Pupil 5: Kedua-duanya. Kerana saya lebih akan memahami topik yang

diajar dengan adanya bahan-bahan ini / Both. Because I can
understand the topic that was taught better with the aid of these
teaching aids.

This question was designed to see whether the research participants can

accept the Town Map Model as a new way to learn. It was also conducted to see

whether pupils prefer the standard way of learning through pictures which was done

in class before by the researcher or using the Town Map Model. Three of the pupils

said they preferred both whereas two of them chose the Town Map Model over

pictures. Pupil 2 and 3 chose the Town Map Model because they are able to apply

their senses in learning where they can touch and move the buildings around. Pupil 1

chose both pictures and the Town Map Model because he could learn many things

with the aid of these items whereas Pupil 4 also preferred both because he said that

the lesson would be more fun and interesting. Pupil 5 explained that he chose both

pictures and also the Town Map Model as he could understand the topic that was

23
taught better with the aid of these teaching aids. Thus, based on all the research

participants’ feedbacks, all of them preferred using the Town Map Model as a way to

learn. The pupils were displaying the sense of enjoyment in learning and answering

questions that they might not even know that they were actually thinking and

evaluating critically.

Question 4: Do you agree if Town Map Mode is to be used in other topic or

subjects?

Pupil 1: Yes. It can be used to teach Science

Pupil 2: Yes. Colour

Pupil 3: Yes. You can teach about occupations.

Pupil 4: Road Safety

Pupil 5: Yes. Occupations

The last question was targeted to seek research participants’ opinion on

whether they felt that this intervention should be applied in other topics and subjects.

In this last question, all of research participants agreed that this intervention should

be introduced and adapted in other topics and subjects. For example, the pupils

suggested that it can be used to teach Science subject, colours, occupations, and

road safety. This last question provided a new insight on the effectiveness of this

Town Map Model if it was to be implemented in other topics and subjects.

24
7.1.2 Non-Participant Observation

Observations was done by third party during the lesson and implementation of the

intervention. Observation forms were given to each observer to leave comments and

suggestion.

Table 3

Observers’ Comments

Aspect Observer 1 Observer 2 Observer 3

Pupils participated Pupils showed Pupils were

actively in learning. active participation participating and
Pupils’ and showed high giving full

Participation interest in learning cooperation. They

using the Town gave full attention
Map Model. and did all the work
that were given to
them.

Intervention Based on the The intervention The intervention

intervention, pupils was appropriate for used by the teacher

were able to the subject and could attract pupils’

answer HOTS topic taught. It attention to learn

questions. managed to make and understand

pupils to think better.

critically and

answer HOTS

questions.

25
 Teacher’s Teacher did an The teacher was The lesson was well
excellent job and able to conduct the conducted and very
performance
able to conduct the lesson well. engaging. Teacher
class well. had shown good
commitment.

Conclusion and Teacher could Overall, teacher Teacher could

teach other topic had shown good improve on giving
Suggestions
using this use of model in instructions and be
intervention. improving HOTS. stricter to the pupils
to avoid any
disturbance in the
The activity can be flow of the activity.
conducted group
by group so that it
will be more
focused.

Pupils Participation

Based on the observation, all observers agreed that the activity conducted

were engaging, attractive and interesting. This was because they could understand

the lesson well and were able to think creatively and critically. This indicated that

pupils from both high and medium achievers enjoyed the activities done during the

lesson. The intervention gave positive impact towards the pupils’ attitude during the

lesson.

Intervention

In the aspect of the intervention introduced to the pupils, observers agreed

that it was authentic, matched the curriculum need, easy to understand and had

potential to enhance pupils understanding on the questions that required HOTS. This

was shown when all the observers agree that the intervention managed to make

pupils think critically. Pupils had also shown to be able to answer the HOTS questions.

26
This showed that the intervention possess the characteristics of good learning

materials. This was highly important in evaluating the effectiveness of the intervention

in the learning.

Teachers Performance

This aspect was particularly important as it weighed the teacher’s roles in

conducting activities. Teacher’s performance will affect the activities and the

effectiveness of the intervention. Based on the observations, it showed that all

observers agreed that the lesson was well conducted, clear instruction, with good

classroom control and engaging learning. This showed that the teacher was able to

facilitate the learning and activities enabling student to participate and engage with

the lesson.

Conclusions and Suggestion

As for this aspect, most of the suggestions given will be useful for the next

chapter of this research. All of the observer agreed that the researcher had made

good use of the Town Map Model. They suggested that the teachers could apply this

model in other topic as it proved to be versatile. Another suggestion given was that

the activity could be conducted in smaller groups so that it would be more focused

and pupils could gain better understanding.

7.1.3 Pre-test and Post-test

This instrument was used to test upon the research participants understanding

after the interventions were done with them. Pre-test and post-test was done in order

to see that pupils are able to answer the HOTS questions that were given to them.

This analysis was important in order for the proper action to be taken in the effort to

solve the problem. Previously, when faced with HOTS questions, pupils had shown

to always leave HOTS questions blank or give unfathomable answers. This is

because they had the perception that HOTS questions was difficult. They will either

27
wait for the teacher to give answers or copy answers from their friends. Test 1 was

given to the research participants before the interventions took place in the classroom.

Based on the test 1 given, the researcher found that there were lots of blanks or

unfathomable answers given by the research participants when answering the HOTS

questions. Therefore, the researcher had introduced the Town Map Model in order to

help research participants in enhancing their HOTS.

Table 4

Test Analysis

Questions answered

Research Participant

Test 1 Test 2

Pupil 1 4/ 6 6/6

Pupil 2 3/6 6/6

Pupil 3 3/6 6/6

Pupil 4 1/6 6/6

Pupil 5 0/6 4/6

28
 Research Participants' Progress
7

6 6
6

5 5
5
Questions answered

4 4
4

3 3
3

1
1

0
0
Pupil 1 Pupil 2 Pupil 3 Pupil 4 Pupil 5
Research Participant

Test 1 Test 2

Figure 2. Comparison graph

After the interventions were done with the research participants, the

researcher gave the same type of test paper with the same questions from the Test 1

to them. From the result gained from Test 2, there were big differences in the research

participants’ answers. The result in Test 2 was a lot better compared to the Test 1.

With a little guidance from the teacher, research participants were able to write

fathomable answers.

Based on Figure 1, the researcher observed that there were huge

improvements for each research participants’ in this research. Four out of the five

research participants’ are able to answer all the HOTS questions that were given to

them. For the first research participant, there was 33.3% improvement from the being

able to answer only four questions in test one to being able to answer all questions in

Test 2. For research participant 2 and 3, both of them are only able to answer half of

the HOTS questions in Test 1, but after the intervention were carried out, both

29
research participant improved by 50% by being able to answer all the HOTS

questions. The fourth research participant answered only one question in the Test 1

managed to answer all the HOTS questions too for Test 2. This result shows that

research participant 4 have improved by 83.3%. Last but not least, the research

participant number 5 have improved as much as 66.6%. For Test 1, research

participant 5 left the HOTS question blank while in Test 2, research participant 5 are

able to answer four out of the 6 HOTS questions. This data have clearly shown that

there were improvements after the interventions took place. So, based on the Figure

1 above, this data can be one of the evidence that the using the Town Map Model

proved to be effective in enhancing higher order thinking skills.

7.2 Data triangulation

Triangulation was done to validate the findings of the research. Triangulation

is the process of corroborating evidence from different individuals, type of data or

methods of data collection in descriptions and themes in qualitative research

(Creswell, 2012). Triangulation involves the conscious combination of quantitative

and qualitative methodologies as a powerful solution to strengthen a research design

where the logic is based on the fact that a single method can never adequately solve

the problem of rival causal factors (Patton, 1990). I have used three types of data

collection methods which are document analysis, questionnaire and non-participant

observation. All research participants were able to show improvements from the data

collected, document analysis and questionnaire. Through the document gathered

from the three lessons which were conducted, it is visible that research participants

tend to enjoy using the Town Map Model as well as being able to enhance their HOTS.

This process is also to ensure that the study will be accurate because the information

draws on multiple sources of information. Thus, through this process, the research

are proved to be both accurate and credible. Throughout data analysis and

interpretation, the researcher had gained information that are useful and essential for

30
the next sub-topics. The researcher was able to detect the factors affecting the pupils

understanding and mastery of answering HOTS questions, and gathered information

that would allow the researcher to provide improvement in future intervention as well

as predicting the effectiveness of the Town Map Model. The findings of this research

would be further discussed in the next subtopic.

Questionnaire

Pre-test and Post- Non-participant

test Observer

Figure 3. Triangulation of Data

7.3 Discussion on Findings

Based on the findings that had been gathered, I could conclude that my

research was a success. In this action research, the Town Map Model was used as

an intervention to enhance pupils’ higher order thinking skills. Three lessons were

conducted inculcating the intervention involving all 26 pupils of the year 4 pupils. This

research had helped the research participants to enhance their higher order thinking

skills by using the Town Map Model.

Based on the questionnaire filled in by the research participants and

observation from the school teacher and teacher trainees, significant data had been

collected to answer the research questions. Data gained had also provide measure

31
of the effectiveness of the intervention on the research participants. Pre-test and post-

test results had provided solid prove on the improvement undergone by the research

participants. The common blank answers received when pupils hand in worksheet

had now changed into fathomable answers. Pupils have shown to be able to answer

HOTS questions with the aid of the intervention. Document analysis also provided

data on the way of answering HOTS skills by the pupils and research participants. In

short, the research participants were able to demonstrate improvement in answering

HOTS questions based on the data collected. They also viewed the intervention as

an alternative way to learn on their own by building their own knowledge through past

experience as well as having fun.

7.4 Answering research questions

7.4.1 Research Question 1

Can the town map model enhance pupils’ higher order thinking skills?

The usage of model in learning brought in a new environment for pupils.

Before this, the researcher had only tried using common teaching aids such as

pictures, videos and word cards. Through the usage of the Town Map Model, it

provided them with a more interactive, constructive, fun, and interesting way of

learning English Language. Moreover, if the questions involved HOTS which were

unfamiliar to the pupils. Before this, pupils lacked in mastery as well as motivation to

answer HOTS questions, but through the application of the intervention, it allowed

independent self-learning to take place. The intervention also help them to view

learning as something that is fun and exciting. With the implementation of the

intervention, the results obtained were satisfactory.

Through the implementation of the intervention, it had allow pupils to think

critically and creative on the ways to answer HOTS questions with a little guidance by

the teacher. Of course, the answer received by the teacher could be grammatically

32
incorrect but still guessable compared to before where the teacher would receive

blank answers or unfathomable answers. Based on the document analysis collected,

all of the pupils were able to show their thinking through various comprehensible

answers that answered the HOTS questions that were asked. Since all research

participants have shown to be able to answer HOTS questions after the intervention

had been implemented, it can be implied that the answer to the research question

would be YES, higher order thinking skills can be enhanced through the usage of the

Town Map Model.

7.4.2 Research Question 2

How effective is the town map model if it is to be applied in the teaching and learning

session?

The implementation of the intervention had reveal both strengths and

weaknesses of the Town Map model as teaching material to be used in the classroom.

The data obtained from the data analysis from the collected documents had approved

that the Town Map Model does bring positive outcome on pupils’ understanding and

mastery on the ways to answer HOTS questions.

The intervention provide them with new alternative environment of learning which

allow them to enjoy the lesson. Previously, pupils may experience learning through

other materials such as pictures, realias, videos, word cards and also other textbooks

which were the common way of teaching. Thus, by implementing the Town Map Model

into the lesson as a teaching material, this had made the intervention to become more

attractive to the pupils. Possessing the quality of attractiveness had increase the

effectiveness of this model to be utilized in the lesson at it is something new for pupils.

Motivation is an imperative aspects in teaching and learning process. This is

because motivation is essential in ensuring the pupils to keep having consistent

interest towards the learning. By implementing the intervention in the classroom

33
learning, pupils feel more motivated to learn and to complete their task. This is

because every pupils are given the opportunity to apply their senses when using the

intervention. For example, pupils can look at the model, touch the buildings, and move

the buildings around. Thus, it can be said that this intervention had allow pupils to

become motivated to learn and to perform.

Furthermore, this intervention had been able to improve the higher order

thinking skills among pupils especially in understanding of the topic and the thinking

skills involved. The intervention had been proven to help pupils to be able to answer

the HOTS questions. All research participants are able to perform better compared to

the initial test conducted where they can think critically and creatively and give

comprehensible answers to the HOTS questions.

On top of that, based on the comment given by one of the observer, she

suggested that this intervention can be utilized in other topics and subjects. Research

participants also agreed that the Town Map Model can be used to learn other subject

and topics. As such, its value of adaptability and versatility can clearly be observed.

For example, it can be used to teach topics like occupations, colours, road safety and

many more. These quality is another quality that add up to the strength of the

intervention to be utilized in teaching and learning.

When there is strengths, there will be weaknesses too. This intervention is no

exception. One of the most evident weaknesses of this intervention is in terms of its

durability. This is because the buildings in the model were made of papers. Therefore,

it is prone to getting wet. Moreover, teacher need to invest lots of time to create this

intervention. This would decrease the efficiency of this intervention from the teacher’s

aspect.

In answering the research question, the intervention possess good number

strength that allow it to become a highly potential teaching aid. However, the conduct

34
of the intervention must be carefully planned and executed in order to perform the

best outcome from the pupils. As such, it can be concluded that the town map model

is effective if it is to be applied in the teaching and learning session.

35
 CHAPTER 8

REFLECTION AND IMPLICATIONS

8.0 Introduction

In this final chapter, the researcher would briefly explain and reflect his own

action throughout the action research progress. Then, he would list down the

implications of the research.

8.1 Reflection

This action research had shown that through the town map model, pupils can

enhance their higher order thinking skills. The implementation of using this model

definitely had helped pupils to apply critical and creative thinking skills. Throughout

this action research, the researcher had gone through a learning process through all

the stages from planning until implementation, data gathering, data analysis and

interpretation. As such, the researcher had learned on the proper way to conduct an

action research.

Apart from that, the researcher had learned that there were always obstacles

throughout his research. The time limitation as well as the venue of the research had

somehow been an obstacle that the researcher had to go through. However, with

proper planning and implementation, the researcher managed to overcome these

obstacles by following the correct procedure to collect feasible data.

Last but not least, this action research had brought experiences for the

researcher to continue sharpen his skills especially in teaching English. The

researcher always strive to find creative ways in order to make the lesson as

interesting as possible. In addition, the researcher had discovered various strategies,

methods and techniques to attract pupils in order to maximize learning.

36
8.2 Implication of the research

All in all, the research had brought various implication especially in terms of

pupils’ higher order thinking skills. One of the main implication that is the usage of

interesting teaching materials in the classroom. This research attempted to test out

the effectiveness of the Town Map Model to enhance pupils’ higher order thinking

skills. As we are aware, the researcher tried to bring in something new into the

classroom as a teaching and learning material. Moreover, the feedback received

through the questionnaire, document analysis and non-participant observation also

shown that pupils enjoy learning using the model as well as creating a huge impact in

terms of pupils’ thinking skills. Thus, it implied that pupils Zone of Proximal

Development (ZPD) can be increased through the use of variety of interesting and

new teaching material.

On top of that, another implication of this research was in the aspect of pupils’

behaviour. Pupils’ interest is the most contributing factor when the research was

carried out. Previously, higher order thinking skills was considered a difficult killing

question. Every time pupils were faced with such questions, they did not even want

to try to answer as they had the assumption that it was too difficult. However, after

this research was carried out, pupils had shown to be able to at least try to answer

HOTS questions with guidance and motivation from the teacher. Hence, this research

had proven the strength of the research through the application of the intervention.

37
 CHAPTER 9

PLANS FOR FURTHER RESEARCH

9.0 Introduction

This chapter discussed on some suggestions on the improvements that could

be made with regards to the use of the proposed intervention with ESL pupils.

9.1 Suggestion and Recommendations

After the research had been carried out, there were various new insights that

could be identified based on the study. Various trial and error process had been

applied before the real attempt of conducting the research using the intervention. As

such, each and every trial and error conducted provided new information and insights

towards the betterment of the further research attempt.

First of all, this action research only focused on Year 4 ESL classroom in a

rural area where all the research participants came from the same background.

Therefore, for further research, it could be conducted in a more comprehensive and

detailed manner involving research participants from different background from Year

1 to Year 6. The future research could also be conducted in other rural or urban

schools for a longer period of time. This was to test the maximum ability of the

intervention.

Besides, this research only focused on the aspect of HOTS using the intervention.

The future research aimed to go deeper in terms of the versatility of the intervention.

One of the improvements that could also be done is where these intervention was to

be applied in various topic at one time. This would provide variety into the intervention

causing the effectiveness level to be affected. The nature of the intervention allowed

it to be utilized and applied in various type of topics and subjects which helped pupils

38
to familiarize and relate it to their past experience to activate schemata. Thus, the

intervention was compatible and most suitable to be applied to many other topics and

subjects. Further research would reveal the effectiveness of utilizing the intervention

in various subject and topics.

Another suggestion is that the teacher could insert the element of Information

Technology to cater the 21st century learning system. As the digital world is

progressing rapidly these days, it is not impossible to apply technological skills to

improve the teaching and learning process. As for these intervention, instead of

producing 3D physical buildings, the teacher could apply computer skills to build a 3D

digital map of the town and buildings which include many other designs of the

buildings. In this way, it would definitely affect pupils’ motivation in terms of their

interest and learning. Pupils were always excited to use modern technologies to learn,

therefore, may affect the effectiveness level of the intervention. In this chapter, the

researcher had discussed on the plans and suggestion for further research in the

future. There were various aspects to be amended and with more experience and

reading, better modifications could be done in future in order to maximize the ability

of the intervention.

39
 REFERENCES

Anderson L. W., Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and

assessing: A revision of Bloom’s taxonomy of educational objectives. New

York: Addison Wesley Logman.

Byrnes, B. M. (2012). Structural Equation Modeling with Mplus: Basic Concept,

Applications and Programming. New York: Taylor and Francis Group.

Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating

Quantitative and Qualitative Research (4th Edition ed.). United States of

America: Pearson Education, Inc.

Department of Education, Employment and Workplace Relations (DEEWR). (2009).

Good Practice Principles for English language proficiency for international

students in Australian universities. Canberra, Australia.

Djurdjanovic, M. M.(2015). The Use Of Teaching Aids And Their Importance For

Students’ Music Education. International Journal of Cognitive Research in

Science, Engineering and Education. 3(2). 371-378

Gardner, R. C. (1985). Social psychology and second language learning: The role of

attitudes and motivation. London: Edward Arnold.

Green, J. F. (1970). The use of the mother tongue and the teaching of translation. ELT

Journal, 24, 217-223.

Holmes, T. H., & Rahe, R. H. (1967). The social readjustment rating scale. Journal of

psychosomatic research, 11(2), 213-218.

Huah, G. L. (2012). A Practical Guide to Writing Your Action Research, Selangor

Darul Ehsan: Penerbitan Multimedia Sdn. Bhd.

Krashen, S. (1995). The input hypothesis. New York: Longman.

40
Lewis A, Smith D (1993). Defining Higher Order Thinking. Journal of Theory Practice.

32(3):131-137.

Lindsey, K. L. (2013).Teacher-Efficacy for using HOTS Pedagogy in the Classroom.

Master's Theses. 406. http://digitalcommons.uconn.edu/gs_theses/406

Patton, M.Q. 1990. Qualitative evaluation and research methods. Newbury Park:

SAGE Publishers.

Prayoonsri, B., Tatsirin, S., Suntorapot, D., Jariya, C., (2015). Factors affecting higher

order thinking skills of students: A meta-analytic structural equation modeling

study. Academic Journal. 10(19). 2639-2652. 10.5897/ERR2015. 2371

Rajendran, N. (2001). The Teaching of Higher-Order Thinking Skills in Malaysia.

Journal of Southeast Asian Education. 2(1).

Schwarz, N. (2014). Methods of Teaching Grammar and Strategies of Learning

Grammar. International Proceedings of Economics Development and

Research Journal. 77(18). 10.7763/IPEDR.2014.V77.18

Shari T, Eileen J, David P (1993). Teaching Thinking Dispositions: From transmission

to enculturation. Theory into Practice. 32(3): 147-153.

Sukrina, V. (2012). Improving Students’ Vocabulary Mastery by Using Realia. Journal

of English Language Teaching and Learning. 1(2).

Smith, F. (1992). To think: In language, learning, and education. London: Routledge

Shabiralyani, G., Khuran, S. H., Naqvi, H., Nadeem, I. (2015). Impact of Visual Aids

in Enhancing the Learning Process Case Research: District Dera Ghazi Khan.

Journal of Education and Practice. 6(19). 226-233.

41
Zahari Othman. (2014). Developing higher-order thinking. The Star Online. Retrieved

from: http://www.thestar.com.my/opinion/letters/2014/12/30/developing-

higherorderthinking/#FYxko4rKWti7e3Tw.99

Zohar, A., Dori, Y.J. (2003). Higher Order Thinking Skills and Low Achieving Students:

Are they Mutually Exclusive? J. Learn. Sci. 12:145-182.

42
APPENDICES

43