An Analysis on Higher Order Thinking Skill (HOTS) in Compulsory English Textbook for the Twelfth Grade of Indonesian Senior High Schools

Febriyani, Rezita Ayu; Yunita, Wisma; Damayanti, Indah

doi:10.33369/jeet.4.2.170-183

Cited by 14 publications

(18 citation statements)

References 8 publications

(11 reference statements)

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“…From those analysis of cognitive domains questions in every chapter of all grades gained more LOTS than HOTS, this finding has similarities with the previous study by Febrianti et al (2020) who analyzed HOTS in all tasks of the English textbook Bahasa Inggris SMA/SMK/MA kelas XII Edisi Revisi 2018. They also discovered more LOTS questions than HOTS in the textbook.…”

Section: Why Should You Memorize a Presentation Like A Play Script?supporting

confidence: 85%

Analyzing higher order thinking skills (HOTS) questions of reading essay tasks in senior high school English textbook

Shalihah

Fikri

Mustofa

2022

EEJ

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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.

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Section: Why Should You Memorize a Presentation Like A Play Script?supporting

confidence: 85%

Analyzing higher order thinking skills (HOTS) questions of reading essay tasks in senior high school English textbook

Shalihah

Fikri

Mustofa

2022

EEJ

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“…In this case, the six levels are divided into two categories, namely LOTS and HOTS. In the LOTS domain, it includes remembering, understanding, applying, while HOTS includes analyzing, evaluating, and creating (Puspasari, 2018;Febriyani, et al 2020;Directorate of Basic Education, Kemdikbud, 2017) Especially for HOTS, there is an explanation of the three levels starting from analyzing to creating, namely (1) Analyzing means investigating information or studying information into ideas that are easier to understand and determining the relevance of the intended ideas, (2) Evaluating refers to to the assessment of the ideas or ideas put forward, (3) Creating is the ability of the mind to make something new that can be different from before.…”

Section: Higher-order Thinking Skill (Hots)mentioning

confidence: 99%

Boosting Classroom Interaction Based on Higher Order Thinking Skills (HOTS) in English Learning for Beginners

Syafryadin¹,

Harahap²,

Haryani³

et al. 2021

ijole

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Asking activity is a form of class interaction that needs attention. With the asking activity, it can increase the questioner’s knowledge. This study aimed to identify the questions form that filed by teachers and students in the classroom following the framework of thinking mandated in the revised Bloom Taxonomy and to explore the problems faced by lecturers in implementing the HOTS-based learning process. This study used qualitative methods by applying observation sheets and interview to collect data. The data analysis of this research used analysis of domain, taxonomy, component, and theme. The results of this study indicate that lecturers and students have applied the principles of Higher Order Thinking Skills (HOTS) from core learning activities to final learning activities. The form of the question is in level C4 (Analyzing), C5 (Evaluating), and C6 (Creating), but in the form of Creating questions, students still need to increase the frequency in asking. The problem faced is the difficulty in stimulating students who can answer and ask questions at level C6 in HOTS. Therefore, lecturers also try to overcome these problems by implementing strategies in the learning process.

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“…The result of this research was quiet surprisingly considering that most of the analysis related to this topic always produce results with more LOTS than HOTS questions. Another research carried out by Febriyani, Yunita, and Damayanti (2020) claimed that the instructions of the questions studied from 12 th grade student's English textbook are mostly in the level of LOTS.…”

Section: Introductionmentioning

confidence: 99%

An Analysis of Reading Comprehension Questions in English Textbook Based on Revised Bloom’s Taxonomy

Laila

Fitriyah²

2022

JET

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Reading implies something complex which needs the students to experience, foresee, examine, and admit information based on their background of knowledge. It will be more complex if they lack of Higher Order Thinking Skill (HOTS). HOTS improves reading comprehension and in consequence, the teachers must create a teaching and learning activities that encourage the implementation of HOTS by giving the students high questions found in a suitable textbook. This research was done in order to know the number of reading comprehension questions’ level between HOTS and LOTS. This research conducted using qualitative research approach and content analysis research design because this research focused on analyzing a textbook entitled “Bahasa Inggris” SMA/MA/SMK/MK for 12th grade students published by Ministry of Education and Culture in 2018. The result of this research found 142 reading comprehension questions in total and 83% of them are categorized as LOTS while 17% categorized as HOTS. It indicated that this textbook concentrated more on lower-level than higher-level thinking questions. In conclusion, the teacher must construct their own reading comprehension questions in order to fill the need of the students’ HOTS.

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An Analysis on Higher Order Thinking Skill (HOTS) in Compulsory English Textbook for the Twelfth Grade of Indonesian Senior High Schools

Cited by 14 publications

References 8 publications

Analyzing higher order thinking skills (HOTS) questions of reading essay tasks in senior high school English textbook

Analyzing higher order thinking skills (HOTS) questions of reading essay tasks in senior high school English textbook

Boosting Classroom Interaction Based on Higher Order Thinking Skills (HOTS) in English Learning for Beginners

An Analysis of Reading Comprehension Questions in English Textbook Based on Revised Bloom’s Taxonomy

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