There are two classifications of stories taught in the ninth grade of Junior High School: Indonesian and western stories, and both of them creates different characteristics and teaching practice of the stories, as well as their moral values. Stories are classified into several kinds depending on their contents. Moral value is one of the parts in a story which can be learned and adapted by students. Therefore, lecturers also try to overcome these problems by implementing strategies in the learning process. The problem faced is the difficulty in stimulating students who can answer and ask questions at level C6 in HOTS. The form of the question is in level C4 (Analyzing), C5 (Evaluating), and C6 (Creating), but in the form of Creating questions, students still need to increase the frequency in asking. The results of this study indicate that lecturers and students have applied the principles of Higher Order Thinking Skills (HOTS) from core learning activities to final learning activities. The data analysis of this research used analysis of domain, taxonomy, component, and theme. This study used qualitative methods by applying observation sheets and interview to collect data. This study aimed to identify the questions form that filed by teachers and students in the classroom following the framework of thinking mandated in the revised Bloom Taxonomy and to explore the problems faced by lecturers in implementing the HOTS-based learning process. With the asking activity, it can increase the questioner’s knowledge. The pedagogical implication for future research is that authors and readers of the poem both need logical critical thinking as well as skills or abilities to convey and receive the meaning of poetry.Īsking activity is a form of class interaction that needs attention. Hence, the readers (students of EFL) could enhance their abilities and comprehension of the poem. Student one and others (S1 up to S3) could find the meaning in every of poetry by analysing either literal words or similes and metaphorical words composed in "The Road Not Taken" by Robert Frost.
that author of the poetry was successful in conveying their meaning to the readers of EFL, which is shown by the results of students' work through the reader-response approach and stylistic approach. The twenty-one students who analysed the meaning of poetry were represented by student one and other students (S1-S3) in every line of the stanza of the poetry. The study was conducted with twenty-one participants who attended a literary class named Literary Criticism. It also investigates how students' English proficiency influences their ability to comprehend the poem. The present study examines whether an author of a poem's intention in writing the poem is successfully conveyed to English as a Foreign Language (EFL) readers.
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