The Multiliteracy Pedagogy for Teaching Speaking To Enhance The Students’ Higher Order Thinking Skills (HOTS)

This study aims to describe the implementation of Multiliteracies Pedagogy-based instructional on teaching Public Speaking to enhance The Students’ Higher Order Thinking Skills (HOTS). It is descriptive qualitative research with observation and questionnaire data collection techniques. The research instruments are field notes and the questions of the questionnaire sheet. There are ten questions about the instructional process in it. The subjects of the research are the lecturer of Public Speaking and the twenty students of the English Language Education of Nahdlatul Ulama University of Sidoarjo (UNUSIDA) in the third semester. Then, at the end of the activities, the students write his opinion about the learning process in the questionnaire. The observation shows that the lecturer has applied the four syntaxes of the multiliteracies pedagogy completely in the classroom. The lecturer, automatically, has enhanced the students’ thinking skills by following the syntax of the multiliteracy pedagogy model. The students’ opinion about the teaching-learning process is good with an average of 96,5% of their responses to the questionnaire stated positively. It is suggestive to the next researchers may do any experimental research about the effectiveness of the model for enhancing the students’ higher order thinking skills in Elementary or High Schools.