95
Setyawan Pujiono, Beniati Lestyarini
Faculty of Languages and Arts Universitas Negeri Yogyakarta Jalan Colombo, Yogyakarta, Indonesia
Corresponding Author: [email protected]
Article History:
Submitted: 24 June 2021; Revised: 7 Desember 2021 Accepted: 11 January 2022 DOI: 10.26858/retorika.v15i1.21740
RETORIKA: Jurnal Bahasa, Sastra dan Pengajarannya under Creative Commons Attribution-NonCommercial 4.0 International License.
ISSN: 2614-2716 (print), ISSN: 2301-4768 (online) http://ojs.unm.ac.id/retorika
Abstract: This study aims to develop an academic module based on High Order Thinking skills (HOTS) for BIPA students from Guandong University Foreign Studies (GDUFS) and Yunan Mincu University (YMU) China. This research is developmental research which adopts the procedures of research and development by Borg and Gall. The data, including qualitative and quantitative, are collected by questionnaire to obtain data about the feasibility of the academic writing module based on higher thinking skills. The data analysis is using qualitative analysis and descriptive statistics. The results of the study is academic writing modules using higher-order thinking skills, consisting of introduction, content, and complement. The results of the validation from BIPA material expert show that the modules developed are categorized as good in terms of material presentation, organizational writing, language, format, and HOTS content. This is shown from the results of the average percentage of material experts of 82.50 which indicates the module is feasible and good to be used in academic writing learning for BIPA Chinese students.
Key words: academic writing, HOTS, BIPA There are several things to be understood why many Chinese students study Indonesian and universities in China run credit transfer programs.
These cannot be separated from China's intelli- gence in empowering culture and language as a diplomatic strategy tool. In general, China mana- ged to attract the attention of countries in the world and also especially in Southeast Asia through the 'Beijing consensus'. This policy succeeded in maintaining China's stability in the midst of world conditions that were shaken by economic and political storms (Wibowo, 2018).
China's soft power has had an influence on Southeast Asian countries to shift political and economic practices that were previously based on
democracy and free markets to become 'illiberal political systems' and 'semi-free markets'.
In education, the bring-in strategy (qing jilai zhanlue) has catapulted the number of foreign students studying in China from 52.150 in 2000 to 162.695 in 2006, overtaking Japan and making China the highest study destination in Asia (Cheng, 2009 ). This program is balanced with a bring-out strategy, one of which is by popularizing Mandarin in the world. In 2004, Indonesia received 20 Chinese teachers spread across nine provinces and 50 schools to teach one year through the Chinese Volunteer program for the International CAFL Teacher program (Wibowo, 2015).
Efforts to popularize Mandarin are also balanced with efforts to learn languages from other countries, including Indonesian.
China's attention to the Indonesian language is shown by the presence of several universities that organize Indonesian language learning. Since 2011, Guangdong University for Foreign Studies (GDUFS) for example, has organized a routine collaboration program with Yogyakarta State University (UNY) for credit transfer programs. YMU University of Nationalities (YMU) has also started collaborating with UNY for a similar program since 2013. In addition, every year there are several Chinese students who take part in the dharmasiswa program and study Indonesian at UNY.
BIPA learners have a different mindset about education. BIPA students have high standards so that when learning materials do not match their needs, they will be less enthusiastic about learning (Nurlina and Fathonah, 2016; Pujiono and Widodo, 2021).
Therefore, the learning characteristics of Chinese students, especially in writing, became the attention of the teachers. In academic writing, the ability to analyze and synthesize library sources is still very minimal. Writings tend to be rich in theory and descriptions from literary sources. Basic level thinking skills to remember and understand are good, but high-level ones have not been seen, let alone creative thinking according to context. In fact, to write citations and bibliographic sources is the first thing they learn when they are at the Faculty of Languages and Arts, UNY. This can be seen from the writings of mini-projects by GDUFS and YMU students during the several years the credit transfer program has been running.
Mini project is a writing project programmed by FBS UNY by providing credit transfer students with the opportunity to write academically on topics of interest. The topics of writing can be in the form of culture, customs and traditions, religion, politics, economics, trade, laws and regulations, Chinese medicine in Indonesia, or other topics that are the result of scrutiny while in Indonesia and also emphasizes
the comparison between Indonesia and China.
The complexity of life, especially regarding cross-cultural problems requires analysis, thinking, and solutions that can be achieved with high-level thinking skills (HOTS). Moreover, almost all students claimed to have experienced culture shock because of the different ways of life and perspectives of China and Indonesia, ranging from simple things such as how to walk to complex issues such as discussion ethics.
Because they live in Indonesia, students have the opportunity to collect data according to their research needs for mini projects, such as interviews with Indonesians, observing certain places, conducting surveys, and so on. This mini project will be submitted as a thesis draft when they return to China. Therefore, maximum efforts from students are made so that the work produced can be accepted by lecturers in China as their thesis. This effort is also balanced with the seriousness of FBS lecturers, mini project supervisors, tutors, and public relations partners in order to improve the quality of student writing and improve from year to year.
Through academic writing lectures, the variety and methods of developing scientific or academic writing are introduced to BIPA students. Writing is a skill in expressing an idea, an idea that is in the human mind into a written work that can be read and easily understood or understood by others (Wardhana, 2007).
MacArthur (2007) states "Writing is a powerful tool for getting things done and a language skill to convey knowledge and information". Writing is the best tool to convey one's ideas and thoughts.
Writing for foreign students is certainly different from writing for native speakers. This is in accordance with the principle of foreign language learning which must pay attention to vocabulary acquisition, language in the context of society (language in society), language discourse studies, and the internalized rule system (Macaro, 1997). Not only about grammar, writing for foreign students must reflect the way they see themselves (the country with all its entities) and at the same time see its position among the countries in which the language is studied (Byram, 1997; Groenke, 2009).
Based on the assumption of writing for foreign students above, High Order Thinking Skills (HOTS) becomes very important. HOTS emphasizes more on the level above remem- bering, understanding, and applying, namely
analyzing, evaluating, and creating (Anderson &
Krathwohl, 2010). For low-level thinking competencies, namely the level of remembering, understanding, and applying. Then, for higher order thinking skills, namely the level of analyzing, evaluating and creating. This ability is integrated with the dimensions of knowledge, namely factual knowledge, conceptual know- ledge, procedural knowledge, and metacognitive knowledge. Learning materials that are oriented to higher order thinking skills can increase students' creativity, generate ideas (Mey, et al, 2012; Dinni, 2018; Rurisfiani, Ramly & Sultan, 2019). Learning that is oriented to higher order thinking skills is also able to develop students' critical thinking skills and has a central role in learning (Dwyer, 2014; Stupple et al., 2017; Safi'i
& Muljono, 2018).
Teaching materials are one of the important components to achieve success in learning in general, as well as BIPA learning. In addition, the manufacture of teaching materials must also be adapted to the needs of BIPA students (Suyitno, 2007). In fact, BIPA learning is a complicated and complex learning because these foreign students come from various countries that have different languages and cultures (Muliastuti, 2019: 17).
Teaching materials that are in accordance with the characteristics of students from China are impor- tant to develop, especially since the credit transfer program advises students to have adequate Indonesian language skills because students take the Indonesian language program.
Academic writing lectures really support the mini-project writing assignment which is a student's final mandatory assignment. Teaching materials, teaching materials, and modules on Scientific Writing are very urgent in this effort.
While there is already a module for the GDUFS class developed by the lecturer, there are still many shortcomings and it has not integrated the higher order thinking dimension (HOTS) based on the needs analysis of the students. For YMU class, there is no standard Scientific Writing module. Therefore, research and development to produce a Scientific Writing module with an emphasis on higher thinking skills is very necessary.
METHOD
This research is a type of design and development research. The development steps in
this research are as follows. First, a preliminary analysis through collecting information from lecturers who support academic writing courses, program organizers namely Public Relations and Cooperation of FBS UNY, tutors, BIPA experts, observing the implementation of lectures on writing scientific papers for the Chinese BIPA class.
Second, planning by looking at aspects of the feasibility of content, language, presentation, HOTS abilities (through FGD with BIPA experts, program organizers, academic writing lecturers, and tutors), module specification analysis (determination of titles, frameworks, competency material know- ledge, skills, and attitudes) activities in lectures, exercises. Module preparation is carried out based on the order of topics arranged in several chapters, agreement with lecturers and requests from universities (GDUFS and YMU). Third, writing or compiling module prototypes (materials and thinking skills). The level of thinking ability is expressed in the learning activities in the module, starting from the question of the lighter in apperception, the provision of inductive material, questions and exercises that reflect the level of higher-order thinking. Fourth, logical validation from experts (through expert judgment of BIPA experts and program organizers). Empirical product testing is carried out for further research according to the time of the implementation of academic writing lectures. Fifth, product revisions from the results of expert assessments and empirical tests.
This research involved 20 Chinese BIPA GDUFS students and 24 YMU credit transfer programs for 2017/2018, the organizer of the FBS credit transfer program (Humas/BIPA coordinator), BIPA experts (2 people), lecturers in the Academic Writing course in the Transfer program. Credit (2 people), and tutor. The subjects of this study were selected purposively according to the research objective, namely developing the Scientific Writing module for BIPA students in the credit transfer program. The stages of this research are introduction, planning, prototyping, and logical validation. Meanwhile, the product test is empirically designed for further research in 2019.
Data were collected through 1) analysis of previous module documents, 2) FGD with BIPA experts, program organizers, writing course lecturers, and tutor students and 3) questionnaires for validation.
logical expert (expert judgment). Qualitative data analysis techniques were carried out for the interpretation of the three types of research data.
FINDINGS AND DISCUSSION
The results of the research and discussion are described in accordance with the module development stages, namely 1) preliminary, 2) planning, 3) module product specifications, 4) module prototype preparation, and 5) module validation.
Preliminary Stage
At this stage information is obtained relating to learning activities in the form of practice of academic writing skills. In this case the researcher found one of the existing problems, namely the unavailability of teaching materials that demand higher-order thinking skills. Based on these problems, it is necessary to develop modules as teaching materials for HOTS-oriented academic writing skills. The researcher developed a module containing material to guide BIPA students in academic writing skills. This is necessary because academic writing skills (mini projects) require higher order thinking skills for Chinese BIPA students.
At this stage, information is also collected through document analysis, namely the module for writing scientific papers and documents from previous writing lectures. In addition, information was also obtained through FGDs with BIPA experts, credit transfer program organizers, lecturers for writing scientific papers for GDUFS and YMU classes, as well as tutors for GDUFS and YMU students.
The results of the analysis of the existing lecture modules indicate that there needs to be a revision related to the module material, content, layout, and completeness of the previous modules.
In terms of theory, the previous module has provided sufficient theory to support academic writing lectures. However, in terms of how to provide stimulus to students, the module still needs to be revised and added stimulus to explore ideas.
The exercises still need to be enriched by integrating the HOTS concept. Many questions explore understanding abilities, but not many ask for higher order thinking skills (analysis, synthesis, and evaluation).
The layout and layout of the module also needs to be enriched with images that support the exploration of ideas and creative writing. Indeed, Chinese students have a tendency to like thick writings and books. However, the stimulus that
stimulates higher order thinking skills can be trained and accustomed by responding to patterns or pictures or questions that do not refer directly to the material content. This is the result of a study of the previous module.
The previous module was developed based on the assumption of the ability of Chinese students in the GDUFS class. Meanwhile, the YMU class has not been considered. In fact, from the analysis of students' abilities and observations of the two writing classes in the GDUFS and YMU classes, there are very visible differences in the two classes. The ability of YMU students tends to be lower than that of GDUFS students.
This was reinforced by the opinion of the supporting lecturers and accompanying tutors who directly faced the two classes. Therefore, the student level of both GDUFS and YMU students need to be considered for the preparation of the module framework. This is also adjusted to the needs of students from both universities after returning to China, especially in terms of thesis writing bills.
Planning Stage
The planning stage is done by designing the framework for the Academic Writing module.
The selection of the format is adjusted to the format of the predetermined module criteria. The module must pay attention to several aspects, namely aspects of the feasibility of content, language, presentation and graphics. The HOTS concept also forms the basis for the preparation and presentation of module content. The researcher then developed a module framework consisting of six chapters, namely:
CHAPTER I Scientific Thinking CHAPTER II Exploring Ideas CHAPTER III Systematic of Writing CHAPTER IV Steps of Scientific Acti-
vities (data collection, data analysis, and data presentation)
CHAPTER V Reference Source CHAPTER VI Editing and Publication Meanwhile, the module framework must pay attention to the selection of titles, determi- nation of competencies to be achieved, materials containing knowledge, skills, and attitudes, activities carried out.
Through Focus Group Discussions (FGD) with BIPA experts, credit transfer program organizers, lecturers in Academic Writing courses for GDUFS and YMU classes, as well as tutoring students for GDUFS and YMU classes in the 2017/2018 academic year, the concept that has been designed by researchers is then discussed. The results of the discussion decided that the design of the module parts in chapter IV of the activity step was considered too difficult for students because it was like a research method course (data collection, data analysis, data presentation). Therefore, the experts and FGD participants agreed that chapter IV should be replaced with the name Writing Academic Variety.
The FGD was conducted with BIPA experts, namely Suroso and Nurhadi, both of whom came from the Department of Indonesian Language and Literature Education. Both experts have been senior BIPA lecturers at UNY for the China credit transfer program as well as other BIPA classes. The organizer of the Chinese credit transfer cooperation program, represented by Tri Sugiarto as the FBS BIPA Program Coordinator who knows about the cooperation contract with Chinese universities, the implementation of the program from year to year, as well as program evaluation. The lecturers involved are Setyawan Pujiono (GDUFS class) and Beniati Lestyarini (YMU class). Meanwhile, the tutors involved are senior tutors in YMU class (Haryanto) and senior tutors in YMU class (Rionaldi).
The results of the FGD with experts can be summarized as follows. First, the statement from the BIPA FBS manager that in cooperation with GDUFS and YMU there is no written agreement regarding the mini project. At that time only the collaboration program decided to add courses for additional references, namely writing courses as many as 4 credits consisting of Factual Writing courses in the 1st semester and Scientific Writing (MKI) in semester 2. In this MKI course a design was made. mini project assignments. This program is very supportive of students' thesis when they return to China.
New demands for YMU students are thesis topics related to linguistics or language or literature. For GDUFS students, the topics tend to be on the dynamics of social, economic, social and cultural change. So, there is a difference between the two universities (GDUFS and YMU). Second, the opinions of BIPA experts convey that it is necessary to consider the level of the learner (semester 5), how long the text in the module is (about 250-500 words), the content of the module should not be theoretical, useful and motivate BIPA students to always write. In addition, the module must be adapted to the ability of students, the topic chosen is interesting, complete with pictures. Third, the opinion of teachers and tutors is that the modules that are compiled must be easy to understand, interesting and useful for BIPA students. In addition, HOTS thinking skills remain an emphasis in order to train students to be critical and creative.
Based on the considerations of the inputs above, the preparation of the module by the researcher was then discussed. The most impor-tant considerations are YMU and GDUFS class student levels, material coverage, exercises, integration of HOTS in modules, layout, stimulus sources and independent study of modules.
Module Specification Stage
Researchers at this stage carried out four steps of activity, namely: first, compiling a map of learning module needs with reference to learning outcomes in academic writing lectures.
In this step, you can determine the number of learning activities that will be made. From the results of the FGD, the experts suggested that to be more practical, modules were made with the standard A2-B1 abilities for the YMU class, while enrichment exercises could be added for the GDUFS class. Activities in this stage include: (a) title selection: must describe the material to be delivered in the content of the module, (b) Determination of competencies to be achieved after studying and participating in the activities in the GDUFS and YMU student modules, (c) material which contains knowledge, skills, and
attitudes that must be learned by BIPA students, and (d) activities that must be carried out by students in conducting the lecture process.
Second, namely the formulation of material topics that aim to determine the title of learning activities that are in accordance with the learning sub-achievements or sub-competences of writing scientific papers. The content of the module is developed according to the needs and benefits of GDUFS and YMU students. Even though the chapters or units are still the same, topics can be integrated through activities such as discussing and digging up information related to Indonesian culture, Indonesian language & literature, Indonesian politics, economics, and trade. The text used is adjusted to the needs of each unit. Of course, the mini-project plan is also a reference so that when academic writing lectures are carried out, students at the same time design a paper for the mini-project (final project). In determining the title of this mini-project, students are asked to consider the possibilities and opportunities for the mini-project concept to be submitted as a thesis when returning to China.
Third, namely the selection of presen- tation formats that aim to produce good, interest- ing and easy-to-apply lecture modules. The writing of this manuscript refers to the literature review of making modules such as criteria for a good module, mandatory components, feasi- bility aspects, and so on. This module is entitled Writing Scientific Papers for Chinese Students, which contains 6 units (Scientific Work, Idea Excavation, Systematics of Scientific Work, Variety of Academic Works (proposals, research reports, journal articles), Writing Popular Scientific Works (essays, reviews), and Sources Reference Each unit begins with the purpose of the lecture then is given concepts, subject matter, exercises, and reflections. HOTS is integrated in all of these sections.
Fourth, namely writing a prototype module. The writing of the module is divided into three stages, namely: 1) Writing the content of the module content consisting of the module title, learning activities containing material descriptions, and exercises, 2) Writing the introduction page containing the cover, introduction, and table of contents, 3) Editing After the module draft was written, it was discussed with members of the research team to get suggestions and input as material for improvement. Researchers compiled the
materials and developed them. Other members enrich the module with exercises, photos, pictures, and supporting elements of the module.
Development Stage
The topic of the module are developed according to the needs and benefits of both YMU and GDUFS students. Even though the chapters or units are still the same, topics can be integrated through activities such as discussing and digging up information related to Indonesian literature, Indonesian language, Indonesian politics, econo-mics, trade, etc.
The sample texts provided can adapt to the needs of these topics. Of course, the mini- project plan is also a reference so that when the Writing lecture activity is carried out, students simultaneously design and develop a mini-project. In determining the title of this mini project, students are asked to consider the possibilities and opportunities of the mini project concept to be submitted as a thesis when returning to China.
This development stage is a stage that aims to produce a final product after going through a process of validation, revision, and limited trials in the field. In this development stage, the module is validated by material experts (BIPA lecturers) and BIPA program organizers. Based on the results of the assessment and comments/sugges-tions given from the expert validation sheet, then the module was revised and then tested limited to Chinese BIPA students as users to get direct input.
The Result of Product Validation from Material Expert
Material validation aims to get input from material experts so that it can be used as material for improvement so that the validity of the resulting product can reach the standard. The module assessment by material experts includes the feasibility of the material, the completeness of the module structure, language, format, and HOTS content. The feasibility of the module can be seen from the validation of expert lecturers and BIPA organizers as follows. The module can be said to be suitable for use if the percentage of
eligibility in the aspect of material presentation, material writing organization, language, format, and HOTS content reaches 61%. The data from the results of the assessment of the two material experts are presented.
Based on Table 1, the results of expert validation on the aspect of material feasibility on material expert 1 obtained an average score of 4.25 or a percentage of 85% with the "very good"
category, while on material expert validation 2 obtained an average score of 3.75 or percentage of 80% with the category "good".
Based on the assessment of material experts as shown in table 4.2, it can be seen that the module developed in this study is good for every aspect so that it can be said that it is feasible to continue at the limited trial stage.
As for suggestions from material experts as material for improvement, namely in the practice section for students too many questions about understanding theory, have not hone academic writing skills. The second suggestion is that for various levels of ability, the material in the module must be modified, authentic sources need to be reduced.
Table 1 Expert Validation of Material Feasibility Indicators Material
Expert I Material Expert II The material is in
accordance with the subject or basic competence in the curriculum
5 4
Knowledge according to the content of the
Scientific Writing course 4 4 The material provides
benefits for improving Chinese students' Indonesian language skills
4 4
Authentic source
material 4 4
Total Average Score
rata Percentage
Category
17 16
4,25 3.75
85% 80%
Very
Good Good
Based on table 2, the results of expert validation on the aspect of the completeness of the module structure in material expert 1 obtained an average score of 4 or a percentage of 80% in the
"good" category, while in material expert validation 2 obtained an average score of 4 or percentage of 80% with the category "good".
Based on the assessment of material experts as shown in Table 4.2, it can be seen that the module developed in this study is good for every aspect so that it can be said that it is feasible to continue at the limited trial stage.
As for suggestions from material experts as material for improvement, namely in the introduction to the module, some information was added as material to motivate students to think critically. In addition, it is necessary to add a picture or illustration at the beginning according to the chapter discussed under the module chapter.
Table 2 Expert Validation of Completeness of Module Structure
Indikator Material Expert I
Material Expert II
Contains of preface 4 4
The introduction section;
contains a table of contents, the purpose of writing the module, and instructions for use
4 4
The contents section consisting of:
a. The title of the chapter or topic of discussion taken from the subject or basic competence in the curriculum Explanation of the purpose of the chapter or indicator
b. Description of contents which contains:
(1) Material explanation (2) Sample serving (3) Student
assignment sheet (4) Practice questions
4 4
Supporting sections:
there are examples,
attachments, etc. 4 4
Total Average Score
rata Percentage
Category
16 16
4 4
80% 80%
Good Good
Based on Table 3, the results of expert validation on the feasibility aspect of using language in material 1 experts obtained an average score of 4 or a percentage of 80% in the "good"
category, while in material expert validation 2 obtained an average score of 4, 3 or a percentage of 86% in the "very good" category.
Based on the assessment of material experts as shown in Table 4.3, it can be seen that the module developed in this study is good for each aspect of the language so that it can be said that it is feasible to continue at the limited trial stage.
As for suggestions from material 1 experts as material for improvement, namely the language is still complex. The language used in the module for students of credit transfer programs needs to be presented more contextually. Preferably, the language used needs to be simpler and simpler according to the conditions of students at the A2-C1 level.
Table 3. Expert Validation of Language Aspects Indicators Material
Expert I
Material Expert
II Language according to
the level of BIPA
learners 4 4
Simple and easy language for BIPA
students to understand 4 4
The use of terms is given
fairly 4 5
Total Average Score
rata Percentage
Category
12 13
4 4,3
80% 86%
Good Very
Good Format Eligibility Aspect
Based on table 4, the results of expert validation on the aspect of the feasibility of the format on material expert 1 obtained an average score of 4 or a percentage of 80% in the "good"
category, while in material expert validation 2 obtained an average score of 3.75 or percentage by 75% in the "good" category.
Based on the material expert's assessment as shown in Table 4.4, it can be seen that the module developed in this study is good and sufficient for several aspects so that it needs to be revised before proceeding to the limited trial
stage. As for suggestions from material experts as material for improvement, namely in the pictures and illustrations it is necessary to add related pictures in each chapter. Images are very important to add to the appearance of the module to be more attractive and motivate students to learn it. For the format, especially chapter V, it still needs to be adjusted to the other chapters because the material description is too long.
Table 4 Expert Validation of Format Eligibility Aspect
No Indicators Material
Expert I Material Expert II 1. The module
format is easy to understand
4 4
2. Module systematics supports independent learning
4 4
3. Simple and attractive module layout
4 4
4. Images and illustrations support
understanding of the module
4 3
Total Average Score
rata Percentage
Category
16 15
4 3,75
80% 75%
Good Good
HOTS on the Module
Based on table 5, the results of expert validation on the feasibility aspect of HOTS in the module on material expert 1 obtained an average score of 4.25 or a percentage of 84% in the "good"
category, while in material expert validation 2 obtained an average score an average of 4 or a percentage of 80% in the "good" category.
Based on the assessment of material experts as shown in Table 4.5, it can be seen that the module developed in this study is good for each aspect so that it can be said that it is feasible to continue at the limited trial stage. As for suggestions from material experts as material for improvement, namely in the section on exercises aimed at developing ideas, it should be reproduced. Then the practice of making paraphrases should be increased because Chinese
students have a great tendency to plagiarize. In addition, exercises that aim to determine students' understanding of academic writing theory should be reduced because they are less practical and applicable to student mini-projects. HOTS-based practice questions are difficult for BIPA students to understand (especially for categories C4, C5, and C6) so that in this module more practice is exercised in categories C1, C2, and C3.
Table 5 Expert Validation of HOTS Aspect in Module
No Indicators Material
Expert I Material Expert II 1. Modules are
structured by strengthening self- discovery
4 4
2. The module
stimulates students to explore knowledge more openly
4 4
3. Modules give students space to reflect on knowledge
4 4
4. Exercise stimulates critical thinking skills
5 4
5. The module gives students the opportunity to evaluate
4 4
Total Average Score rata
Percentage Category
21 20
4,25 4
84% 80%
Good Good
After passing validation by a material expert, although it was declared feasible, it still needed to be revised in several parts that were considered lacking. Revisions will be carried out at the next research stage according to the results of the expert validity test, especially in parts: (1) the language used in the module needs to be simpler and simpler to make it easier for students to understand the material in it, (2) in each chapter it is necessary to provide pictures that support and related to the units discussed so that the module display is more attractive, (3) the exercises in each unit need to emphasize higher-order thinking skills, (4) exercises aimed at knowing students' understanding of academic writing theory must be reduced because they are less practical and applicable, (5) module layout design
is not good and not attractive (6) HOTS-based practice questions are a bit difficult to understand, especially for categories C4, C5, and C6. (7) complete with a bibliography according to the reference sources cited in the module.
Based on the assessments of material experts 1 (BIPA lecturers) and material experts 2 (BIPA organizers) it appears that the modules developed in this study are rated in good and very good categories for each unit, so it can be said that they are feasible to be used as teaching materials.
However, the suggestions and input from the material experts will be the material for improvement and revision of the module before being tested on the Chinese BIPA students of the credit transfer program.
DISCUSSION
The background of the research on module development is based on the fact that lecturers have not used modules that direct students to think at higher levels. They stated that the existing modules did not meet the needs of Chinese BIPA students for the credit transfer program. The importance of modules as teaching materials according to the needs and characteristics of students was also stated by Widyaningrum (2013) through the findings of the research they did. The conclusion from the research is that the module can be used as a reference in developing teaching materials.
However, skills in making modules are required, as well as validation from competent experts to produce good modules.
From the example above, it can be seen that the module is structured by considering the stimulus to activate the High Order Thinking ability with initial questions to explore prior knowledge and supporting pictures. Then students are delivered to the main material to support the acquisition of knowledge.
Schemata or background knowledge is very important in supporting understanding.
This usefulness is like the basic concept of the schemata, namely "a mental codification of experience that includes a particular organized way of perceiving cognitively and responding to a complex situation or set of stimuli"
(https://www.merriam-
webster.com/dictionary). As a foreign student studying Indonesian, there are often questions about whether there are different rules in writing scientific papers between Indonesia and other countries, including the variety or type of
scientific work. Conceptually, the variety or type is the same, but the only difference is the terms used in Indonesian. There are students who already know and there are those who don't know. Therefore, discussions and schemata of foreign students are needed to explore their
initial knowledge. These are listed in the module sections at the beginning of each chapter.
Even self-evaluation to see what is not known and must be learned is also part of how to empower thinking skills in this module. This is as stated in several parts of the module which asks students to see their own abilities.
Picture 1. Exploring Background Knowledge
Figure 2. Exploring Student Knowledge About Various Scientific Works
Figure 3. Student Self-Evaluation to Support HOTS
In relation to module content (especially practice questions) in this study, HOTS is a concept that is difficult to understand (especially at C4, C5, and C6) so that the practice questions in the module are only prepared on abilities C1, C2, C3 and C4 while still using the HOTS concept.
Learning with HOTS involves more complex things and what is more important is that students must know about themselves by involving the accumulation of learning experiences (Zohar, 2013; Handayani, Sonodiharjo, and Asmawati, 2020). So that students can master the skills of writing scientific papers, the module is one of the alternative teaching materials that can be developed because books (especially for BIPA students) are not available in bookstores.
Based on the needs analysis carried out in the early stages of this research (definition stage) it is stated that BIPA students must be able to write scientific papers (mini projects) for final assignments and for theses in China. For this
reason, students need to master the skills in writing quality mini-project scientific papers with the HOTS orientation.
CONCLUSION
Research and development of the Scientific Paper Writing course module for Chinese students in the credit transfer program is carried out through five stages of development. Based on the results of the research and discussion, it was concluded that the results of the material expert's assessment which included aspects of the feasibility of the material, the completeness of the module structure, language, format, and HOTS content (in practice), the substance/material of the module product was feasible to be used for the learning process. The modules produced in this study are of course also supported by appropriate learning methods so that the modules can be used by BIPA students, especially the credit transfer program, effectively and efficiently. Modules can be used for advanced BIPA students to improve Higher Order Thinking Skills.
REFERENCES
Brown, H. D. (2007). Prinsip Pembelajaran dan Pengajaran Bahasa. 5th Edition. Translation:
Noor Cholis dan Yusi Avianto Pareanom.
Jakarta: Kedutaan Besar Amerika Serikat.
Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence, Clevedon: Multilingual Matters, Ltd.
Cheng, X. (2009) ‘Education: The Intellectual Base of China’s Soft Power’, in M. Li (ed) Soft Power:
China’s emerging strategy in international politics, Plymouth: Lexington Books.
Dinni, H. N. (2018). Higher Order Thinking Skills (HOTS) dan Kaitannya dengan Kemampuan Literasi Matematika. PRISMA, Proceeding Seminar Nasional Matematika, 1: 170-176.
Dwyer, C. P., Hogan, M. J., & Stewart, I. (2014). An Integrated Critical Thinking Framework for
The 21st Century. Thinking skills and Creativity, 12, 43-52.
Groenke, S. L. (2009) ‘Social Reconstruction and The Root of Critical Pedagogy: Implication for Teacher Education in the Neoliberal Era’, in S.
L. Groenke & J. A. Hatch (eds) Critical pedagogy and teacher education in the Neoliberal era, Tennesse: Springer.
https://www.merriam-
webster.com/dictionary/schemata.
Handayani, E. K., Sonodihardjo, A. S., & Asmawati.
2020. Implementation Of Project Citizen Model Based On Character Education To Improve The Critical Thinking Skills. Retorika:
Jurnal Bahasa Sastra, dan Pengajarannya,
13(1), 189–195.
https://ojs.unm.ac.id/retorika/article/view/1118 4.
King, F. J., Goodson, L., Rohani, F. Tt. Higher Order Thinking skills: Definition, teaching strategy, assessment. Center of Advancement of Learning and Assessment.www.cala.fsu.edu.
Macaro, E. (1997). Target Language, Collaborative Learning, and Autonomy Modern Language in Practice. London: Multilingual Matters, Ltd.
Mei, Y., Yunos, J., Othman, W., Hassan, R., & Tze, T.
(2012). The Needs Analysis of Learning Higher Order Thinking Skills for Generating Ideas, 59, 197–203. https://doi.org/10.1016/j.sbspro.201 2.09.265.
Muliastuti, L. (2019). Bahasa Indonesia bagi penutur asing: Acuan teori dan pendekatan pengajaran.
Jakarta: Yayasan Pustaka Obor Indonesia.
Nurlina, L. dan Fathonah, S. (2015). Pengembangan Materi Membaca BIPA yang Terintegrasi Kearifan Lokal sebagai Jemabatan Komunikasi Antarnegara. Makalah Seminar Bahasa dan Kekuasaan di Prodi PBSI FBS UNY.
Pujiono, S. dan Widodo, P. 2021. Implementasi Budaya dalam Perkuliahan Menulis Akademik Mahasiswa BIPA Tiongkok. Litera (Jurnal Bahasa, Sastra dan Pengajarannya), 20(1):
142–157.
https://journal.uny.ac.id/index.php/litera/articl e/view/37927.
Rurisfiani, A., Ramly, & Sultan. (2019). Level Berpikir Pertanyaan Guru pada Pembelajaran Bahasa Indonesia. Bahasa: Jurnal Keilmuan Pendidikan Bahasa dan Sastra Indonesia, 1 (2): 111-119.
Salzman, Z., Stanlaw J. M., dan Adachi N. (2012).
Language, Culture, and Society (An Introduction to Linguistic Anthropology).
Colorado: Westview Press.
Sayuti, S. A. (2017). Sastra dan Budaya: Jalur Alternatif Menuju BIPA yang Bermakna.
Makalah Seminar Nasional di Universitas Negeri Tidar Magelang.
Suyitno, I., Susanto, Kamal, dan Fawzi, A. (2018).
Cognitive learning strategy of BIPA students in learning Indonesian Language. IAFOR J Lang.
Learn, Vo.3, No.2 pp. 175-190.
https://iafor.org/journal/iafor-journal-of- language-learning/volume-3-issue-2/article-8/
Seiferle, A. (2017). An Analysis of Franz Boas: Race, Language and Culture. London: by Macat International Ltd.
Sibarani, R. (2004). Antropolinguistik: Antropologi Linguistik-Linguistik Antropologi. Medan:
Poda.
Safi’I, I., Witdianti, Y., Tarmin, W., dan Yanti, G Y.
(2020). HOTS Evaluation Instrument in Indonesian Language Textbooks. Jurnal Retorika, pp 376-386. DOI:
10.26858/retorika.v13i2.13694.
Safi’i, I dan Muljono, H. (2018). Pelatihan Pembelajaran dengan Strategi Critical Thinking Question. Jurnal Abdi Masyarakat, 2(1). https://doi.org /10.30737/jaim.v2i1.237.
Wibowo, I. 2009. China’s Soft Power and Neoliberal Agenda in Southeast Asia.in M. Li (ed) Soft Power: China’s Emerging Strategy in International Politics, Plymouth: Lexington Books.
Zohar, A. 1999.Teachers’ Metacognitive Knowledge and The Instruction of Higher Order Thinking.
Teaching and Teacher Education, 15, 413-429.
From http://ac.els-cdn.com.
