Abstract

This study aimed to reveal the problems encountered by EFL teachers in assessing students’ HOTS and how they solved its problems. This research is descriptive qualitative research that involved EFL teachers in SMK Pertanian Pembangunan Negeri Sembawa, South Sumatera, Indonesia. Data collected through semi-structured interviews. The research participants were two English teachers and the vice-principal of the curriculum in SMK Pertanian Pembangunan Negeri Sembawa. Data analyzed by the steps of qualitative analysis. The result showed that designing HOTS assignments was viewed positively by the participants. Still, the participants also encountered problems in its implementation. They were divided into three groups, as follows: problems with teachers’ knowledge, problems with teachers’ preparation, and problems with students’ limited ability. The results of this study indicate that the low level of HOTS for students is in line with the problems with the limited knowledge and training of HOTS for teachers. While teachers are essential when all educational institutions share equal responsibility for improving educational quality when it comes to the implementation of the learning process. These findings also provided how these English teachers solved the problems that they face. Starting with joining the HOTS training and subject teacher deliberation meeting to enhance their HOTS awareness and to have good preparation to incorporate HOTS into the teaching and learning process, as well as always encouraging students, despite their limited skills, to continue to be enthusiastic about learning English.