Students’ Perceived Challenge of Integrated Content and

Project-based Instruction in Fostering High Order of Thinking Skills

Pryla Rochmahwati

and Muhkhlison Effendi

The State Institute of Islamic Studies (IAIN) Ponorogo , Jl. Pramuka 156 Ponorogo, East Java, Indonesia

Keywords: Integrated content and Project-based instruction, High order thinking skills

Abstract: A challenge that lecturers in Higher Education face is accomplishing Graduate Competence standards and

building learners' high order thinking skills while implementing comprehensive teaching methods. The

researcher addressed this challenge in a qualitative study of some courses that were offered by the English

Department of IAIN Ponorogo, namely, Curriculum and Material Development and Research on Language

Teaching in a semester or six months. The data were gathered through observation and in-depth interview to

the lecturers and students of those two courses, then they were analysed by Miles and Huberman’s view of

qualitative data analysis comprising three steps namely, data reduction, data presentation, and deduction. The

findings showed that the integrated content and project-based instruction encouraged the students to think

critically through planning, arguing, stating question and problem investigating, providing solution and

creating the product. Furthermore, the findings are significant to provide a framework for educators to

implement integrated content and project-based instruction in building students’ high order thinking skills.

1 INTRODUCTION

Education is one of the significant aspects affecting

State vision. The better future only can be achieved

through educational implementation. The

involvement of various participants including the

government, as a representative, has overpowering

obligation to lead to provide a good education for the

nation (Quamruzzaman, et al., 2014). Apart from the

government’s role, teachers also become the main

actors for practicing all educational policies and

regulations. The 21st-century learning as a global

phenomenon has been influencing Indonesian Higher

Education like other educational policies and

regulations in the world. In this case, education

should provide opportunity for the learners for

promoting knowledge and skills’ transfer.

Consequently, an educated individual needs to have

the ability to continue learning to cope with the

changing circumstances.

Due to the important role of English as a Global

Language, it is hardly surprising that ELT plays an

important part in many countries as well as in

Indonesia. However, the teaching of English in higher

education seems to encounter some problems. The

problem seems to be an educational scheme that

lecturers, traditionally, practice teaching on the

content that must be think rather than the way to think

(Schaferman, 2014). Furthermore, the existence of

lecturer-centered approaches has been predominant

for a long time in Indonesia’s EFL context. There

was misunderstanding concept on the classroom’s

instruction that students must construct fixed frame of

knowledge. There is no place for questions initiated

by students, teachers tends to spoon-feed them,

therefore learners have not been accustomed to bear

constructive idea.

Facing the 21st century challenge as well as

solving the previous problems mentioned, students

are required to develop high order of thinking skills

/HOTS (Brookhart, 2010; Thompson, 2008), since

HOTS supports the students to apply, connect, or

manipulate the schemata in order to efficiently solve

new predicaments (Thomas & Thorne, 2009).

In the revised Bloom’s taxonomy, HOTS is

defined as an introductory of the three top cognitive

component level encompassing: investigating,

assessing, and constructing, as well as three levels of

knowledge dimension, namely theoretical,

procedural, metacognitive (Anderson & Krathwohl,

2001). Therefore, HOTS is assessed by employing

several tasks which comprises scrutinizing, assessing,

and constructing the information in the form of

Rochmahwati, P.

Students’ Perceived Challenge of Integrated Content and Project-based Instruction in Fostering High Order of Thinking Skills.

DOI: 10.5220/0009985000970103

In Proceedings of the 7th International Conference on English Language Teaching, Linguistics and Literature (ELITE 2019) - Promoting Global Diversity, Partnership and Prosperity through

English Development, pages 97-103

ISBN: 978-989-758-459-6

concept, procedure, and metacognition. It indicates

that acquainting students with HOTS tasks is essential

to support them for acclimatizing themselves in a new

environment, as well as finding solution about a

certain problematic issue.

Students should be taught about HOTS, through

learning activities that deals with its development.

Active learning and student-centered learning are

considered appropriate accomplishments for HOTS’

training (Akyol & Garrison, 2011; Limbach &

Waugh, 2010). One of the active learning activities

which are proposed is project-based learning. It is

defined as a learning model that deals with projects

(Thomas, 2014). This learning model is an authentic

learning model which leads students to get involved in

preparation, investigation, and evaluating projects that

have real-world applications (Westwood, 2008). It is

one constructivism philosophy in which students are

engaged in problem-solving activities (Doppelt,

2003). The quality of learning as well as the

development of high order of thinking can be

improved through Project-based learning. Moreover,

it leads students to be more engaged in learning since

they have chance to find the solution of the complex

and problematic issues occurred in the real life

context. Besides Project-Based Learning, content-

based instruction (CBI) is considered appropriate to be

applied since it integrates language learning as well as

content learning. The CBI approach leads students to

improve motivation and their proficiency as well as

enlarge cross-cultural knowledge, therefore the

students found themselves enjoy the learning process

(Stryker and Leaver, 1997). Furthermore, CBI is

suitable for enhancing the development of students’

language skills, both receptive and productive skills,

emphasizing the function of language in real world

context (Stryker and Leaver, 1997).

Referring to the result of preliminary research at

the State Institute of Islamic Studies Ponorogo (IAIN

Ponorogo), it revealed that the fourth semester of

undergraduate students is required to take the English

Curriculum and Material Development course. This

objective of this course is to motivate students to learn

critically and keep abreast with current issues

concerning the basic principles of curriculum and

Syllabus, Curriculum and Syllabus in Indonesia

Context, Components of Curriculum, Designing

syllabus and lesson plan for SMA/SMP students and

Developing materials obtained from various sources

such as textbooks and journal articles. It is expected

that after this course, students can apply what is being

discussed during a course and design their syllabus,

lesson plan, and materials in planning their teaching

as a good and professional teacher (English

Department, 2017). In order to achieve the objective

of this course, the lecturer needs to integrate Content-

Based Instruction and Project-Based Learning for

empowering the students’ high order of thinking

skills since CBI is for engaging the learners directly

with the material, bypassing the language barrier

which place language as a medium of communication

rather than an object of analysis (Dueñas, 2004) and

Project-Based Learning focused on awkward issues

that direct students to struggle with the main concepts

and a discipline value (Thomas, 2014).

There are many previous studies related to CBI

and Project-Based Learning. Rochmahwati’s (2015)

qualitative research focused on fostering students’

critical thinking through project-based learning. The

result of the study showed that the implementation of

Project-Based Learning that fosters the students’

critical thinking in TEFL class is through the

following phases, namely, sharing materials,

collaborating in team for constructing scenario of

teaching practice, performing the scenario,

documenting the teaching practice into video, and

reflecting the result of the video product. Moreover,

students responded positively on the implementation

of Project-Based Learning. Then, the research

conducted by Tseng (2015) of implementation of CBI

showed that the students present positive feedback

not only on the part of the content knowledge but on

their improved language abilities. Positive responses

were also reported on students’ gains from

cooperative learning, their boosted confidence and

reduced anxiety in the target language use. The next

research conducted by Yugandar (2016) entitle

“Content-Theme-Based Instruction to Increase the

Quality of EFL Class”. It revealed that the mix of

language components and content knowledge is

worthy to support students in the comfortable

atmosphere in TEFL class. Referring to the

theoretical and empirical data above, it is proven that

both CBI and project-based learning is effective for

fostering language proficiency as well as critical

thinking. Therefore, the researcher is interested in

conducting research dealing with the appropriate

integration of CBI and project-based Learning for

fostering students’ high order of thinking skills.

2 THEORETICAL FRAMEWORKS

2.1 Content-based Instruction

CBI is considered as one of the results of

Communicative Language Teaching approaches”

ELITE 2019 - English Linguistics, Literature, and Education Conference

(Rodgers, 2001). It is developed on the core principles

of a communicative approach, particularly those

related to the role of meaning and contextualization in

language learning. Brinton, Snow, & Wesche (2003)

stated that in CBI, the process of negotiating to mean

and practice speaking and writing skills have

occurred. It helps them to focus on not only forms but

also meaning. Crandall and Tucker (1990) state that

this approach emphasized learning the concept of

preference to language. It implied that in CBI, teachers

use content knowledge as the framework for teaching

rather than grammar constructions and word choices.

The terms immersion, language-enhanced content

learning, , two-way bilingual education, and content-

based language teaching are the practice of CBI

(Kang, 2007).

2.2 Project-based Instruction

Project-based Learning (PBL) is a model for a

classroom activity that replace the traditional

teaching which applied teacher-centered method

(Educational Technology Division, 2006). PBL

learning is one of students-center teaching practice

which connecting real-world issues and practices.

Students initiate questions and they are guided

through investigation and teachers have a role as

supervision (Baş, 2011). According to Chard, Project-

based instruction deals with the inquiry of practical

issue that attracts students’ attention and stimulates

strong effort.

Project-based Learning is important for several

reasons. They are (1) It leads students to become

autonomous, critical and lifelong learners, (2) it

allows students to perform his/her capabilities

autonomously since the lecturers have multiple

assessment opportunities and (3) It is also recognized

that students have various competencies and learning

styles (Kubiatko and Vaculova, 2011). They explain

further that there are four major characteristics of

project-based learning namely, firstly, self-awareness

for thinking and learning; then, an awareness of social

responsibility; the next is that having scientific mind

in practice, and dealing with working in group both in

process and product.

2.3 High Order of Thinking Skills

(HOTS)

HOTS is considered as one of the important

constituents for a person to be able to encounter a new

challenge in the 21st century (Brookhart, 2010),

therefore, the teacher should foster high order

thinking skills which are used to think broadly to face

a new challenge (Limbach and Waugh, 2018).

Students with a high level of higher-order thinking

skills are likely to be more successful persons. They

can improve their performance well and decrease

their weaknesses (Yee, et al, 2011).

HOTS are consisting of the last three aspects of

taxonomy bloom namely investigating, assessing,

and constructing (Moore & Stanley, 2010) and three

levels of knowledge dimension, specifically,

conceptual, procedural, metacognitive dimension

(Anderson & Krathwohl, 2001, Thompson, 2008). In

other words, the objective of teaching for furnishing

students to transfer knowledge and skills as well as

apply them during their learning the new topic can be

achieved.

According to Wang and Wang (2011), there are

three main constituents in HOTS, namely skills for

thinking critically, creatively and systematically.

HOTS leads students to solve new problems by

relating or linking, the preceding knowledge (Thomas

& Thorne, 2009). Fostering HOTS activity is very

crucial for students since they need support to get

accustomed to a new atmosphere and finding

solutions for problematic issues.

3 METHODS

This present research employed qualitative approach

in which it describes the observed object both verbal

and non-verbal words. (Bogdan, and Biklen,1998). It

organizes information related to recent phenomena

and it is guide to a determination of a situation as it

occurs by the time of the research conducted (Stake,

2010). The design of this research was a case study

that deals with on an in-depth and holistic description

of a single unit (Ary, et al, 2010), in this case the

integration of CBI and project-based instruction for

fostering students’ high order of thinking skills.

Some courses were offered by the English

Department, Teacher Training Faculty at IAIN

Ponorogo as the subjects of the research, namely,

Curriculum and Material Development and Research

on Language Teaching. The result of observation and

in-depth interview to the students and lecturer who

enrolled on those two courses were analyzed by Miles

and Huberman’s (1994) concept of qualitative data

analysis, namely, reducing, presenting and deducing

data.

4 RESULT AND DISCUSSION

The lecturer designed and various teaching activities

in integrating CBI and project-based instruction.

Based on observation and interview to the lecturer

Students’ Perceived Challenge of Integrated Content and Project-based Instruction in Fostering High Order of Thinking Skills

and students, the implementation of integrated

content and project-based Instruction on teaching and

learning process can be seen in the provided teaching

scenario or lesson plan. It aims at providing lectures

with the guiding principle of teaching and learning

activities consisting of several component, namely,

teaching objective, substantial material, teaching

method, media, learning scenario and evaluation

(Rochmahwati, 2015). Furthermore, it was revealed

that the stages of teaching and learning process were

divided into three main steps, namely, introductory,

main activities and post activity.

In the introductory step, Content-Based

Instruction also developed when the lecturer

reviewed previous material in the form of a question.

Moreover, CBI also developed when she stimulated

students to lead students’ attention to the material on

the day. She related the students’ background

knowledge with the topic being discussed at present.

In main activities the teacher applied to start

integrating content and project-based learning in the

following procedures:

4.1 Start with the Essential Question

The teacher takes a real-world topic and begins an in-

depth inquiry. By giving the content or topic which

have meaning or relevant in their life. It will

encourage them to use the appropriate content

language in answering the essential questions. For

example, “How can curriculum contribute to the

educational program?”, “What kind of information do

we need to construct a good background of the

study?” Such questions lead students to think about

their background knowledge and employ appropriate

content-language, to present this topic. This idea is in

line with Merta et al. (2017: 26) who states that one

of the steps to develop the ability to think critically is

by teaching through questioning.

4.2 Design a Plan for the Project

In this phase, it is important to involve students in the

planning process. Teacher divides the class into

several groups, consisting of 4 or 5 students in each

group. In Curriculum and Material Development

course, they begin discussed how to get references,

how to design e-posters, distribution of jobs they will

apply. In Research on Language Teaching course,

they start discussing, arguing and analyzing which

part of provided references will be applied, the

procedures for leading them to the compose a good

title of a research proposal and how to present in front

of the class. In this case, students started browsing,

seeking and locating information on the web,

textbook and friends’ opinion. That information could

also be processed into knowledge when students

demonstrated suspicion for the information found,

articulation for the known and unknown, and

reflection on the meaning the information carried

(Colaric & Jonassen, 2001). It is considered to be

metacognition as learners actively monitored,

regulated and exhibited awareness of their thinking

processes (Brem & Boyes, 2000).

The students are encouraged to speak English

during designing the planning of their project. In this

condition, students feel that the projects were their

own when they have an active role in involving of

every activity. The observation and interview to the

students revealed that they communicated with their

group to share resources and to discuss what they had

to do to complete the project. Also, they discussed

which parts of their task that they had to write and

asked each other to find supporting references for

their projects.

Students in the group worked on planning,

information acquisition, brainstorming, rough drafts,

problem-solving, evaluation, and revisions,

sometimes individually but more often in a team.

Teamwork demanded students to be in charge of their

parts, identified the information needed, applied and

then communicate ideas to group members. These

processes of data manipulation and critical peer

assessment in a team involved higher-order thinking.

It is in line with McAlpine and Clements’ (2001) view

that teamwork stimulates higher-order thinking by

enabling learners to negotiate, reflect, refine, accept

and appreciate the viewpoints of their teammate.

Furthermore, social interaction and active

participation were desirable ways to facilitate group

learning and promote deep learning. It was a

sophisticated cognitive skill related to understanding

the meaning of materials instead of memorizing and

recalling knowledge in surface learning (Newman et

al., 1995).

The teacher guides them to design a timeline for

project components. This project must be performed

in two weeks after it assigned, therefore students must

create a timetable to help them finished on the due

date. Jor (1995) stated that it is important for teachers

to foster the students’ high order thinking for

processing information and creating their knowledge.

4.3 Monitor Students and Project

Progress

The lecturers facilitate the process for learning. She

leads students on how to work collaboratively and let

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students select their primary roles. Students must be

reminded that every part of the project process

belongs to them and it is required their total

participation including actively involved in applying

appropriate language content in doing the project.

The lecturer also provide media for consultation both

offline in the lecturer’s room or online via WhatsApp.

4.4 Assess the Outcome

An assessment provides diagnostic feedback and

assist instructors set standards. It gives students

feedback on how well they comprehend the

information and what they need to do to improve on.

In this time, students are assigned to present their

project in front of the class and lecturer assessed them

based on a scoring rubric for oral presentation.

During the presentation, she invited audiences to raise

question-related to the topic discussed as well as

suggestion and feedback for better project

improvement. This activity is in line with Harmer’s

view (2007) as students’ performance makes the

students actively involved by presenting and giving

feedback.

The observation revealed that the students master

on the concept of knowledge both the topic of the

Component of Curriculum and Background of the

Research as well as their language performance. It

supports the research conducted by Tseng (2015) that

the implementation of CBI showed the students’

positive feedback not only on the part of the content

knowledge but also on their improved language

abilities.

In the post activity, the lecturer together with the

students made deduction deals with the material

learned that day. The lecturer made reflection on the

learning activities as well as the evaluation.

There were three components involved in the

teaching and learning process, namely lecturer;

students and method of teaching and learning. They

contribute to the successful implementation of

Integrated Content and Project Based Instruction in

fostering students’ High order of thinking skills.

The lecturer has a vital role in the teaching and

learning process and he/she is considered as the basic

factor in successful learning. The product from

students’ HOTS development can be attained by the

active role of lecturers in assisting students both in

planning and implementing teaching and learning

process. To be able to plan and implement HOTS-

oriented learning, teachers are required to have

knowledge of ways, strategies, methods to guide

students about HOTS (Bartell, 2012). Referring to the

results of observation, a lecturer has good classroom

management. She has abilities to make efficient use

of lesson time, to accomplish classroom resources

and space, and to manage students’ behavior with

clear rules. Furthermore, lecturer employed high-

quality instruction, effective questioning and use

appropriate assessment for fostering students’ high

order of thinking skills.

Students are important participants in the teaching

and learning process. In the implementation of

Integrated Content and Project-Based Instruction,

students took several roles, that is, an autonomous

learner and instructor for other learners.

Some activities underlie the concept of Content-

Based Instruction and Project-Based Instruction such

as Starting with the Essential Question, Designing

Plan for the Project through group discussion, being

an instructor to their friends and oral presentation

constitutes an excellent way to promote active

involvement and higher-order thinking skills. In this

case, students do not follow strict guidelines but they

are lead to improvise. Moreover, they are guided to

find the solutions to the problems they encounter, to

find alternative methods to fulfill a task, to

collaborate, to take risks, to develop effective

communication skills, to appraise themselves and

their peers.

5 CONCLUSIONS

The finding of the study is that integrated content and

project-based instruction, as implemented in the

content courses, encouraged the students to develop

their high order thinking skills through planning,

arguing, stating question and problem investigating,

providing solution and creating the product. Then, the

part of the content knowledge, as well as language

ability, are improved well. Furthermore, the role of

teacher, students, and teaching method are considered

key factors influencing the successful

implementation of integrated content and project-

based Instruction.

In essence, I encourage future studies to explore

another potential of Content-Based Instruction and

Project Based Instruction practices particularly from

more varied viewpoints and backgrounds to enhance

EFL students’ language learning.

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