HOTS based project in mechanical engineering department
DOI:
https://doi.org/10.26486/jele.v5i1.862Keywords:
HOTS, project, mechanical engineeringAbstract
In this 21st century education, preparing learners to have high order thinking skills (HOTS) is important to make them ready face the global era. HOTS (analyze, evaluate, create) is the continuous phases of LOTS (remember, understand, apply). HOTS in a project based instruction is proposed to be able to promote the skills needed in the 4.0 era (critical thinking, communication, creativity, and collaboration). This research focused on a HOTS-based project in a mechanical engineering, Adisutjipto College of Technology. Based on the observation in the previous semester, the students needed to improve their HOTS that the research applied an action research study. The projects were allocated in two course objectives; identifying the tools in mechanical engineering and identifying the components of an airplane. They were chosen due to the supported authentic materials exist in the college workshop laboratory, hangar, and airplane museum near the college. The results were the learners enjoyed the learning and improved the engagement in a group work, the critical thinking in finding fruitful information, the creativity in creating presentation, and the speaking skill in presenting in front of other people.
References
Andersen, A. S. & Tinne, H. K. (2015). Theoretical Foundations of PPL at Roskilde University. In A. S., Andersen & S. B., Heilesen (Eds), The Roskilde Model: Problem-Oriented Learning and Project Work (pp. 3-16). London, New York: Springer.
Ayoub, M. T. & Jazib, S. K. (2017). ESP Needs Analysis of Undergraduate Engineering Students: A Case Study of Multan. Global Journal of Management and Social Sciences. Vol.3, No.1, Jan-March, 2017. Pg 103-119.
Basturkmen, H. (2006). Ideas and options in English for specific purposes. New Jersey: Lawrence Erlbaum Associates.
Basturkmen, H. (2010). Developing Courses in English for Specific Purposes. New York: Palgrave Macmillan.
Bloch, J. (2013). The Handbook of English for Specific Purposes. In B. Paltridge, & S. Starfield (Eds.),. Technology and ESP. West Sussex: Wiley-Blackwell, John Wiley & Sons Ltd.
Brookhart, S. M. (2010). How to Assess Higher-Order Thinking Skills in Your Classroom. Virginia: ASCD.
Burns, A. (2010). Doing Action Research in English Language Teaching: A Guide For Practitioners. New York: Routledge.
Churches. A. (2008). Bloom’s Digital Taxonomy. Retrieved May 23, 2019, from http://www.ccconline.org/wp-content/uploads/2013/11/Churches_2008_DigitalBloomsTaxonomyGuide.pdf.
Dragoescu, A. & Sandra, S. 2010. Quality Improvement of ESP in Mechanical Engineering. International Journal for Quality Research. Volume IV, No. 3, 2010.
Fajariyah, L. A. (2018). Proyek Infografis Berbasis Higher Order Thinking Skills (HOTS) dalam Pembelajaran Teks Report Di Kelas IX SMP N 5 Panggang Tahun Pelajaran 2017/2018. Retrieved from http://www.lailyenglish.com/2018/10/best-practice-hots-juara-i-fig-gk-2018.html.
Henning, J. E., Stone, J. M., & Kelly, J. L. (2009). Using Action Research to Improve Instruction : An Interactive Guide for Teachers. New York and London: Taylor & Francis Routledge.
Heyworth, F. (2002). A Guide to Project Management. Graz: European Centre for Modern Languages.
Kaur, S. (2007). ESP course design: Matching learner needs to aims. English for Specific Purposes, 6(1).
Kemdikbud. (2017). Modul Penyusunan Soal Higher Order Thinking Skills (HOTS). Jakarta: Kemdikbud.
Krauss, J. & Suzie, B. (2013). Thinking through Project-Based Learning: Guiding Deeper Inquiry. California: Sage.
Laur, D. (2013). Authentic Learning Experiences: A Real-World Approach to Project-Based Learning. New York: Routledge.
Ledward, B. C., & Hirata, D. (2011). An overview of 21st century skills. Summary of 21st century skills for students and teachers. Honolulu: Kamehameha Schools–Research & Evaluation.
Li, L. (2018). Integrating Technology in ESP: Pedagogical Principles and Practice. In R. Muñoz-Luna, & L. Taillefer (Eds.),. Integrating Information and Communication Technologies in English for Specific Purposes (pp. 7-25). Switzerland: Springer.
McNiff, J., Lomax, P., & Whitehead, J. (2002). You and Your Action Research Project. London and New York: Hyde Publications.
Nagappan, R. (2001). Language Teaching and The Enhancement of Higher-Order Thinking Skills. Language curriculum and instruction in multicultural societies. Anthology series 42. Singapore SEAMEO Regional Language Centre.
Setiawan, A. & Dwi A. L. B. (2018). Developing HOT Project-Based-Speaking Assessment to Stimulate the Students’ Critical Thinking and Creativity. English Education Journal. Vol 3. (pp. 301-307).
Tan, J. C. L. & Anne, C. (2016). Project-Based Learning for Academically-Able Students. Rotterdam: Sense Publishers.
Tomal, D. R. (2010). Action Research for Educators (Second Ed). New York: Rowman & Littlefield Publishers.
Downloads
Published
Issue
Section
License
Authors who publish with JELE (Journal of English Language and Education) agree to the following terms:
Authors retain copyright and grant the JELE (Journal of English Language and Education)  right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) the work for any purpose, even commercially with an acknowledgement of the work's authorship and initial publication in JELE (Journal of English Language and Education). Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in JELE (Journal of English Language and Education)
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
