This research is motivated by some problems facing by the teachers in ways of integrating the concept of Higher Order Thinking Skills, HOTS Literacy, TPACK, problem based learning (PBL) and project based learning (PJBL) in teaching and learning practices. These things are aimed to fit the demand of the 21st century learning system, particularly in ways to improve students and teachers thinking skills to be more creative and innovated. Therefore, this research tries to answer the problems by integrating the model of Reading to Learn (R2L) in language tasks of reading and writing, HOTS literacy, problem based learning and project based learning into teacher teaching plans. The descriptive qualitative method is used to describe and analyse the pre-intervention and post-intervention in teaching short story material. The results showed that the learning did not happen because the learning outcomes from language task in reading and writing was not achieved. While in the post-intervention, the learning outcomes improve significantly after implementing the model of R2L with two learning methods (PBL & PJBL). This research concludes HOTS literacy based literature learning design can improve student learning outcomes, creativity and innovation in ways of writing short story using their own language.

Keywords : Literary learning, HOTS Literacy, R2L model.