Analyzing higher order thinking skills (HOTS) questions of reading essay tasks in senior high school English textbook
Abstract
English textbooks, particularly for senior high school students, should provide competent English reading activities to help students improve their English skills by simultaneously training them in reading and vocabulary knowledge. The researcher aims to investigate the Higher Order Thinking Skills (HOTS) in essay reading exercises distributed in the English SMK/MAK textbook for grades X, XI, and XII. The researcher selected the English textbook published by Bumi Aksara. This study was carried out using the qualitative method.. The data analysis method was sequentially started from textbook observation, question selection, data reduction, and finally the HOTS data analysis. According to the results, there are 6 HOTS reading essay questions (C4: 2, C5: 4) in the English textbook for X grade, 7 HOTS reading essay questions (C4: 5, C5: 2) in the English textbook for XI grade, and 12 HOTS reading essay questions (C5: 12) in the English textbook for XII grade. It can be concluded from the findings that HOTS reading essay questions are distributed less than LOTS. These results may suggest to English teachers to be selective in utilizing English textbooks to improve student's critical thinking and for the further researcher to investigate HOTS effects on students’ achievement.
Keywords
Full Text:
PDFReferences
Airasian, P. W., & Russell, M. K. (2008). Classroom Assessment: Concepts and Applications. 6th Ed. Boston: McGraw-Hill.
Anasy, Z. (2016). HOTS (Higher Order Thinking Skills) in reading exercise. Tarbiya: Journal of Education in Muslim Society, 3(1), 51–63. https://doi.org/https://doi.org/10.15408/tjems.v3il.3886
Anderson, L. W. (Ed.), Krathwohl, D. R. (Ed.), Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's Taxonomy of educational objectives (Complete edition). New York: Longman.
Fakhomah, D. N., & Utami, M. S. (2019). Pre-service English teacher perception about higher order thinking skills (HOTS) in the 21st century learning. International Journal of Indonesian Education and Teaching.
Febrianti, A. R., Yunita, W., & Damayanti, I. (2020). An analysis on higher order thinking skill (HOTS) in compulsory English textbook for the twelfth grade of Indonesian senior high schools. Journal of English Education and Teaching (JEET), 4(2), 170-183.
Febrina, F., Usman, B., & Muslem, A. (2019). Analysis of reading comprehension questions by using revised Bloom’s taxonomy on higher order thinking skill (HOTS). English Education Journal. 10(1), 1-15.
Gupta, M., & Ahuja, J. (2014). Cooperative integrated reading composition (Circ): impact on reading comprehension achievement in English among seventh graders. IMPACT: International Journal of Research in Humanities, Arts and Literature. http://www.impactjournals.us/journals.php?id=11&jtype=2&page=8
Harmer, J. (2007). The practice of English language teaching. Harlow: Pearson Longman.
Hermida, J. (2009). The importance of teaching academic reading skills in first-year university courses. The International Journal Of Research And Review. 3, 20-30.
Holloway, J. H. (1999). Research Link/Extracurricular Activities: The Path to Academic Success. Understanding Youth Culture, 57, 87-88.
Kirsch, I., Jong, D. J., Lafontaine, D., McQueen, J., Mendelovits, J., & Monseur, C. (2002). Reading for Change: performance and engagement across countries: results from PISA 2000. Paris: O. E. C. D.
Mursyid, M., & Kurniawati, N. (2019). Higher order thinking skills among English teachers across generation in EFL classroom. English Review: Journal Of English Education, 7(2), 119–124. https://doi.org/10.25134/erjee.v7i2.1775
Sucipto, S., & Septian, D. C. (2019). A content analysis of the reading activities in “Bright 2” an English textbook for junior high school students. English Language Teaching Educational Journal, 2(1), 13-21.
Yusoff, W. M. W., & Seman, S. C. (2018). Teachers’ knowledge of higher order thinking and questioning skills: A case study at a primary school in Terengganu, Malaysia. International Journal of Academic Research in Progressive Education and Development, 7(2), 45–63.
DOI: https://doi.org/10.24815/eej.v13i1.23956
Article Metrics
Abstract view : 0 timesPDF - 0 times
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 4.0 International License.
P-ISSN: 2085-3750
E-ISSN: 3025-9789
This work is licensed under a Creative Commons Attribution 4.0 International License.