According to Anjaniputra (2020) which revealed that that the teacher’s

strategies in teaching speaking skills were cooperative activities, creative tasks,

role play, and drilling. However, there is a small differentiation between these two

researches. In this research, the researcher did not find the cooperative activities

and creative tasks to be used in the classrooms as the strategy to improve

speaking skill. Both of the teachers did not apply the cooperative activities and

creative tasks strategies in the classroom, but the teachers did apply the role

play and drilling strategy. In addition, it revealed that the students gave a positive

attitude toward the strategies used by the teachers in teaching speaking because

the strategies helped them to speak, as well as concerned about oral production

of students.

Additionally, the teachers, the researcher found that the teachers faced

some obstacles in the terms of the strategy implementation. The teacher should

teach the students to work cooperative and ask the student to repeat what they

have learn. In addition, individual teachers’ explanations for students’ reasoning

errors varied, leading to disparate instructional responses. Further analysis

showed that teachers who thought that particular errors were uncommon had

students who exhibited those reasoning errors after instruction in the topic area

(Magnusson et al. 2014).

In service professional development resulted in teachers becoming more

knowledgeable of common alternative conceptions, yet the majority of teachers

ignored these in the classroom, or struggled for ways to respond (Smith and

Neale 2019). The teachers used questioning, but were observed asking low-level

recall questions. When asked how they would use the information, teachers said

they would employ the information to re-teach the material. However, none of the

teachers were observed re-teaching this material in the classroom.

 In addition to several other research, Role of teaching strategies plays

vital role in such inculcation where students can analyze, interpret, reason out,

synthesize, evaluate and create. Teaching higher order thinking skills required

time and persistent effort of the instructor which may be contextually strengthen

and conceptually emphasizes, teaching and higher order thinking requires

commitment to class-discussion, debate and problem solving, all of which take

time. Teaching involves inducing conceptual change in students, not justifying

information into a vacuum and it will be facilitated by the interactive discourse

during lessons and activities. Clear explanation and modelling from the teachers

are important, but so are the students’ opportunities to answer questions about

the content and discuss or debate with meaningful implications or application in

authentic problem solving or decision-making context.

Teaching strategies are important in the context of higher order thinking

skills inculcation. Teachers’ involvement in creating participative culture during

the course of learning plays important role in students’ conceptual interpretations,

analysing capabilities and problem-solving abilities and in reconstruction of

thinking. (Constrantinon, et. al 2019).

Asserted that imparting higher order thinking skills and attitude,

continuous professional development of teachers; framework of teaching thinking

and the taxonomy and terminology of teaching thinking. Though, meta-cognitive

strength of the teachers also contributes to the practice of teaching higher order

thinking skills (Zohar, 2019).

Describes coaching as a form of professional development that takes

place directly in the classroom when the goal is to help teachers acquire,

enhance, or refine specific intervention practices or teaching behaviors. The

elements of successful professional development extracted from the literature

those found in coaching include: fit the practices to the context of the classroom,

demonstrate the general value of the practice and potential for improving student

performance, and differentiate between new and current practices (Knapp-Philo,

& Gail, 2018)

According to Pianta (2016) recommends that classroom observation also

becomes a central feature of professional development as a way to focus directly

on how teachers engage in the process of teaching. It involves concept

formation, critical thinking, creativity/ brainstorming, problem solving, mental

representation, rule use, reasoning and logical thinking.

Dincer & Yesilyurt (2017) speaking skill is considered as one of difficult

skills among the other four skills (writing, speaking, listening, and reading). This

raises a special concern for some researchers and ways to make students get

more interested in and improve their speaking are often suggested. As

highlighted above, speaking skill is very useful in communication. However, the

fact shows that in learning English, some people lack confidence to deliver

sentences in a spoken way, and most of them think that speaking skill is harder

than other skills.

Moreover, teachers who use several strategies in improving the speaking

skill are able to make the students participate and engage actively in teaching

process as they learn English delectably, and competitively. which revealed that

that the level of language learners and the types of interactions during the lesson

between the teacher and students were all considered as possible reasons why

teachers might be choosing to employ a particular type of strategy in teaching

foreign language. This was also in line with the research from (Thomson 2012).

Furthermore, Nugroho et al., (2019). Teaching reading is increasingly

seen as a complicated cognitive process in second language education. The

discussion teachers are active, thinking decision-makers who make instructional

decisions based on complex, individualized, and context-sensitive networks

of information, thoughts, and beliefs. Teachers have a wide range of

complicated an idea regarding pedagogical concerns, including views about

students’ mental processes and classroom activities, according to studies.

Based on the students’ problems in speaking, this study is aimed at

finding the teachers’ strategies in motivating students who lacked confidence in

speaking. It is a strategy that teachers did not always use in speaking activities,

but this strategy helped teachers improve the students in speaking, strengthens

this idea, he says that “The role of friends found in small group S technique

became the main factor that influences students’ speaking skill (Antoni, 2021).

In order to address students’ prior knowledge, science teachers must understand

instructional methods for assessment and strategies for using student data to

shape scientifically accurate conceptions. Teachers need to be aware of

students’ common misconceptions within the topics that they teach, because it

will allow them to further analyze and address students’ ideas.

Teachers’ strategies in speaking skill are very important to overcome

students’ difficulties in speaking is also a crucial part of second language learning

and teaching. The goal of teaching speaking should improve students’

communicative skills because students can express themselves and learn how to

use a language. There are important elements that establish effective speaking

activities. Here, the researcher elaborates about the elements of speaking, which

are vocabulary, grammatical structure, pronunciation and fluency. Teachers’

strategy is a series that planned and organized by the teachers and apply in the

activities that includes the use of methods and utilization of various resources or

strength in a study. The strategy is designed to achieve a certain learning goal. In

order to learn the skill in English, the strategies are useful in the class activity and

also in out of class situations. Teaching strategies are very essential since they

determine the success of teaching process. A teachers’ strategy should be

interesting and can take students’ attention. The students can benefit from how

to use contextual clues and guessing the meaning from the content to deal with

unfamiliar items (Linse & Nunan, 2019).

According to Borg (2019), these views, which are drawn from a teacher's

past experiences, school procedures, and individual personality, are said to

establish an organized set of principles, instructors do in the classroom is

driven by their ideas of what works best, and these perceptions frequently serves

filters through which instructional judgments and decisions are made. In order to

enhance educational practice, emphasizes the need of understanding and

accounting for language instructors' underlying belief systems and the influence

these have on their classroom activities. English discussion is one of the

worldwide languages that people use to interact with one another all around the

world. It is crucial because it functions as a communication bridge. It's utilized in

a variety of countries across the world.

Smith (2020) asserted that they are curious, skeptical, open minded, and

mentally flexible, able to revise their belief in light of new evidence. Being

analytical and persevering they think deeply about the issues; being sensitive to

the context, they think broadly and see big-picture. Teaching strategies that

propagates Higher Order Thinking Skills among student’s leads to increase

meta-cognition, strategies should comply with effective thinker’s attitude. The

higher order thinking skills can be facilitated in two contexts, first where the

thought process that are needed to solve the problems and make everyday
decisions and second, where mental process that are needed to benefit from

instruction, including comparing, evaluating, justifying and making inferences.

To assist learners' comprehension, English language teachers should

provide them with reading skills that will help them read more effectively. When

students learn reading skills, they gain the ability to reflect on, evaluate, and

clarify what they read, as well as distinguish what is relevant to the assignment

from what is not. They may also critically assess, compare, and contrast new

learning with previous information, as well as support and implement the lessons

learned. All of this improves their drive to read, and the teacher's function

remains that of a facilitator and guide.

Reading instruction is a collection of processes aimed at increasing

student knowledge of reading methods and providing systematic practice,

reinforcement, and self-monitoring of reading competence while completing

reading assignments. Emphasizes the relevance of reading methods, stating that

learners who lack the ability to dissect a text when reading in English have

difficulties. They often avoid intentional engagement in class and out of class

activities and assignments, and their reading abilities are hampered (Streiner

2020).

Agrees that the primary focus of reading instruction should be on

achieving reading competency in the target language. To succeed in one's

studies, one must improve one's reading methods in order to face the many sorts

of reading necessary in one's course. Traditionally, English language education

has been characterized in terms of what teachers do in the classroom, the

activities and behaviors that teachers engage in and their impact on students

(Hall, 2019).
 The fundamental component of the knowledge base for teaching reading

in ESL is teachers' implicit views about English language teaching and learning.

However, most evaluation measures are almost exclusively dedicated to the

identification of effective teaching practices and as such they provide little

information about how to improve effectiveness. The most extreme case are the

value-added measures, which have been criticized to provide virtually no

information about teaching behavior but also classroom observations of teaching,

though clearly providing more information about teaching behavior, also do not

completely resolve the underlying problem. That is, theory of teacher

effectiveness has focused on identifying and clustering effective teaching

behaviors but generally lacks an understanding of how effective teaching

develops. (Darling-Hammond, Amrein-Beardsley, Heartel, & Rothstein, 2021);

If it is important to observe effective teaching behaviors, then providing

teachers with feedback also requires an understanding of teacher development.

Several theories of teacher development have been proposed, but in general,

this line of research has unfolded in isolation from research about teacher

effectiveness. We seek to combine these streams by turning to the development

of effective teaching behaviors and examining whether effective teaching

behaviors develop cumulatively, in line with what we know about teacher

development. If a developmental ordering in effective teaching behaviors is

acceptable, classroom observation instruments eventually might apply this

information to scaffold feedback that is relevant to the teacher's current stage of

development and thereby maximize learning.

. This strategy was related with the theories in the literature review about

improving students in speaking skill. Romero et al asserts, “In fact, they have

used songs as a resource to develop communicative abilities properly in a

foreign language, providing students with the opportunity to talk with confidence

and giving teachers the chance to teach in a fun way”

Besides to encourage students speaking in English, this strategy also

gives some benefits for students such as helping in pronunciation and build an

interaction between passive and active students. In this strategy, the teacher

gave a reading text for the students, then the teacher asked them to understand

the text. After that, the students started to do the discussion and each group

explained what they got from the text in front of the class.

According to Argawati (2019) says that small group discussion also has an

important role to improve students' speaking skill and increase their vocabulary.

Applying small group discussion improves students in speaking. However,

teachers need to handle or control the class well so that all of the students get

actively involved in the discussion. In spite of the fact that speaking is important

for students in practicing their capability to produce words, sentences, or ideas in

English, there are barriers that may demotivate students in speaking such as lack

of confidence, feeling of anxiety, difficulty to express sentences appropriately,

and some other problems. It is clear that there are some problems encountered

by students in speaking. One of the problems is students’ lack of confidence in

expressing words, sentences or ideas in English.

Gani, Fajrina, and Hanifa (2018) revealed in their study on Students'

Learning Strategies for Developing Speaking Ability that

compensation and social strategies were the two main strategies utilized by

learners with poor speaking ability.

According to, El-Okda, (2015). The ultimate objective of reading teaching

should be to read a text selection with understanding. To do this, English

language teachers should provide chances for all children to learn, and teachers

may inspire all students to believe in themselves and realize their full potential in

reading competence by using proper scaffolding and motivation. Experienced

teachers use a range of literacy perspectives and teaching approaches to help

students in all curriculum areas and build a clear link between what they read

and what they see in the real world. This is attainable if pupils are clearly taught

how to apply the skills while reading. Teachers provide opportunity for students

to develop as problem solvers who are responsible for their own ideas. Teachers

must find and expose students to a range of techniques that help them explore,

understand, and provide meaning to presentations of information in order to

make reading an enjoyable and gratifying activity (Macaro, 2012).

It was a preliminary investigation to see if the in-service teacher was

aware of the different types of reading strategies that could be used to help his

students with their reading problems, as well as the reasons why he used certain

approaches and strategies to address the issues he had identified. He used the

three phases of reading: pre-reading, reading, and reading thereafter. These

phases also serve as the foundation for this investigation on teachers' instruction

throughout the reading classroom, did a study to determine the teachers' tactics

for teaching reading comprehension at one of Bengkulu's Senior High Schools.

The study found that the most common tactics employed by teachers in teaching

reading were question generation 27 percent, encouraging the use of dictionaries

25 percent, and question answering 23 percent. This suggested that the teachers

only employed a few reading comprehension tactics.

Furthermore, Nurdianingsih (2021) looked studied the tactics used by

teachers to teach students reading comprehension. Understanding text,

individual and group learning tactics, and QAR strategy were proven to be the
teacher's strategies. The findings suggested that teachers should be prepared to

teach reading comprehension skills in order to assist students cope with the

challenges of learning English. The teachers tailored their strategy choices to the

resources, syllabus, and curriculum. Those tactics were helpful in teaching

reading comprehension because they allowed students to understand the

material and discuss it with their peers.

Every country today, including the Philippines, strives for technical

progress. This means that students must be exposed to suitable reading

practices in order to assist the development of reading competence required of

them as they go through their professional careers. This is because, as societies

become more complicated and sophisticated, it becomes increasingly vital for its

citizens to have reading skills in order to cope with and adapt to technological

developments in their daily lives. The researcher conducted a study on reading

comprehension at Catholic universities in Davao City. The collected data

indicated that the Education students' overall reading comprehension is

Satisfactory, with a descriptive level of Moderate. This indicates that with less

supervision, students may comprehend challenging reading materials on literal,

interpretative, evaluative, and creative levels.

In addition, used a total of 23 randomly selected teachers and 294

students to evaluate the teaching tactics of teachers at the Hilongos National

Vocational School. Computer aided classes, peer tutoring, modeling and

teaching demo, oral recitation and reporting, and group work are among the five

teaching styles used by 11 academic teachers. There are also 12 vocational

teachers that use the same teaching methodologies as well as lecture with

laboratory. All of the instructional tactics received high or strong approval from

the students. Modeling, teaching demo, oral recitation, and reporting are
successful teaching tactics for both academic and vocational teachers, in

addition to computer aided classes and peer tutoring. Academic achievement

under an academic teacher and student perceptions of peer tutoring are

favorably connected. Furthermore, no link was seen between students'

perceptions of teaching tactics and their academic achievement under vocational

teachers. (Casinillo and Guarte 2018).

The obstacles are first, in teaching speaking skill to students is not easy

as if the students feel bored in learning. Second, there are students who do not

want be work in a group in the classroom. Last, the students also rarely forget to

practice the speaking skill. In order to overcome the problems, it forced the

teacher to be creative. The researcher’s research finding was in line with the

results of research findings conducted by the previous researcher, which

revealed the fact that teacher should not produce a slow-moving effect in the

classroom, it would be attractive if the teacher allow for learning that is more

dynamic, such as Krutikova (2017). Such as, other studies have shown that

knowledge of students’ understanding does not guarantee that teachers can

respond with appropriate instruction when students display alternative

conceptions.

More recently, Morrison and Lederman (2020) worked with experienced

and exemplary science teachers to assess their ability to diagnose

‘‘preconceptions,’’ recognize the importance of doing so, and respond to

preconceptions. The researchers found that although in interviews the teachers

expressed critical reasons for diagnosing students’ preconceptions, the

participants did not use formal assessment tools to uncover students’

preconceptions. On the other hand, the current study focuses to explore the
students’ perception of their higher order thinking level and various higher order

teaching strategies being practiced by the instructors of the higher educational

institutions in Thailand. The study has also investigated the relationship between

teachers’ professional component such as educational qualification, designation,

teaching and research experience, training and workshop exposures with the

HOTS teaching strategies. Saido,Siraj and Nordin, (2015)

Moreover, Thomas and Thone (2019) takes thinking to higher levels than

just restating the facts. It requires that we do something with the facts. We must

understand them, connect them to each other, categorize them, manipulate

them, put them together in new or novel ways, and apply them as we seek new

solutions to new problems.”

According to, Goethals (2020) It is assumed that instructional strategies

that impart the higher order thinking skills have to be designed from knowledge

acquisition to reflection. The instructors should start with shaping the knowledge

and then gradually indulge with students in creation of thinking perspective.

Appropriate teaching strategies and learning environment that facilitate growth in

thinking level often leads to reasoning, evaluating, problem solving, decision

making and analyzing situations. Teaching higher order thinking skills is when

the students

Such as, the various strategies being facilitated in different level of

learning gives different learning and behavioral outcome where students may

take cognition from one level to another level. There is earnest need of specific

instruction to develop the thinking skill. Asserted that teachers should address

analysis, evaluation and synthesis using advance organizers that encourage

students to operate at higher level of abstraction. Strengthening cognitive

structures helps students retain information longer and assumptions provide

students with basic structure on which to build new concepts. Various literature

has studied that the environment and purposely teaching promote the higher

order thinking skills. (Pribesh, et al 2017).

Kuivamaki (2021) says that in vocational schools, English is needed for

their future such as social and healthcare fields, customer service and have a

good speaking skill for business and administration. Based on the importance of

enhancing students’ speaking skills in learning English, a piece of research on

this matter was done. We perceived the need to share the ways some vocational

school teachers implemented in helping their students’ speaking skill improve. It

is important for the teachers to find the right strategies in developing students’

speaking skill especially for their future careers.

The strategies were a great help to encourage students revealing words,

sentences or ideas in their own way and made them feel confident to speak out

everything in their mind. Speaking is useful for language acquisition provided that

students more or less understand what they speak, the more they speak, the

better they absorb it. Speaking requires learners to acquire the knowledge about

how to speak not only linguistically connect but also pragmatically appropriate

expressions. (Martinez and Uso-Juan, 2019).

According to Abell et, al (2021). Addressing students’ prior

knowledge helps foster learning. Reading is one of the most crucial language

skills for students to develop (Wibowo et al., 2020). The capacity to read allows

readers to take control of their own information and, as a result, to make

decisions about their future. Reading ability will make it easier to comprehend

information and knowledge.

Furthermore, (Nugroho et al., 2019). emphasize that in the ESL setting,

reading skill is an essential approach to learning the language because most

English learners may only need to talk or listen a little to native English speakers,

but they must read a lot in that language for a variety of reasons. Reading is

undeniably the most crucial ability to achieve for many ESL students. Knowing

how to read successfully in the target language, while not a simple feat, provides

ESL students with a genuine opportunity to acquire and utilize the language.

Wibowo et al. (2020) said that the learner becomes an active participant in

generating an engagement with the text's writer through the process of reading

by anticipating, analyzing, summarizing, and employing other reading methods.

Given this situation, it is critical that teachers focus on understanding the

components that influence reading achievement. This should be the case since

understanding is the primary objective of reading, and reading without

comprehension would be a pointless activity. When students are introduced to

strategies and given opportunities to employ them, their capacity to process

information improves, which leads to better learning. Cohen et al. (2018)

According to Romero et al, (2021) Even though not all students sang in a

good way especially on pronunciation, there was a little bit improvement for

students in practicing their speaking confidently through songs. As usual, some

students were very shy, but through this activity, they could sing confidently. On

the whole, songs are proven as a strategy that teacher used successfully. It was

helpful to encourage students’ self confidence in speaking, make a speaking

class more pleasant, and help students in pronunciation.

Rokni & Qarajeh (2019) also strengthen this; they say storytelling is also a

technique that helps students in developing their speaking ability. The use of

storytelling in speaking class activity is evidently useful to improve students’ self

confidence in speaking. Usually some students are shy, but in storytelling, they
can talk about folktales, short stories, or their own experience. It means that this

strategy is quite successful in helping the teacher in speaking class.

Moreover, Gafu & Badea (2018) claim that storytelling should not always

used for the activity in the class because this will make the students feel

unexcited. It means if storytelling is done too often in the speaking activity,

students will not feel the fun and they may get bored.

In the case of students’ lack of confidence, teachers have an important

role to find effective strategies to motivate students who lack confidence. It is

challenging to find because there are many problems that appear from the

students. If the students are demotivated in speaking due to lack of confidence,

their learning process will be affected.

According to Tuan & Mai (2019), the first problem is inhibition. Students

often feel unsecured when they try to express something in a foreign language.

They are afraid to make errors in speaking, get bad comments, or feel

embarrassed and scared when people are looking at them while they speak.

With addition of one more level with create, Marzano’s and Kendal ( 2020)

has given new taxonomy in order to explore complex thinking they introduced

various new domain and relate each level of difficulty with their respective

process, retrieval, comprehension, analysis, knowledge utilization,

metacognition, self-study thinking where the difficulty depicted from lower to

higher level.

Furthermore, Melendez et al (2019) assert that students with low

proficiency level of English have their own characters like feeling anxious while

speaking, sweating, becoming silent whenever the teacher asks them to speak,

or even starting to cry due to loss of the words. Students' self-esteem should be

boosted by the way the possibilities are presented. Students answering

comprehension problems while teachers oversee are insufficient. Furthermore,

rather than explaining or delivering knowledge to others, the greatest educational

strategy is centered on modeling, demonstrating, and mentoring.

Aside from that, students must understand how to employ reading

methods and when to use them. It is the responsibility of the teachers to provide

and practice good reading methods throughout reading teaching. Reading is a

difficult task because it necessitates the use of a variety of reading strategies,

including Cognitive Reading Strategies planning and goal setting, tapping prior

knowledge, asking questions and making predictions, constructing gist,

monitoring, revising meaning, reflecting and relating, and revising meaning) and

Metacognitive Reading Strategies (e.g., problem-solving reading strategy, global

reading strategy, and support reading strategy), which require the use of various

types of reading strategies (De Jagar, 2022).

Moreover, Wibowo et al. (2020) Past studied conducted a research on

reading issues and techniques from the perspective of instructors in an Asian

ESL classroom. The goal of the study was to uncover what one experienced

teacher believed were the most common reading challenges among her students

and how she helped them overcome them.