The Projection of HOTs level in Learning Outcomes of English Education and English Literature Study Programs

Abstract

The shifting policy in the Presidential Decree No 8/2012 and Ministerial Decree no. 73/2013 regarding the implementation of Indonesian Framework for National Qualification (KKNI) has significant impact on the learning process of two study programs at one of state universities in Jakarta. Whilst English Education Study Program (EESP) and English Literature Study Program (ELSP) both determine their graduates to have B2 level of CEFR, they at the same time deploy different approach to achieve the standard. EESP determines to integrate the four language skills in the curriculum whereas ELSP deploys discrete approach. This paper argues that the implementation of these two different approaches potentially resulted in the different level of students' high order thinking skills (HOTs). This research aims to investigate the mechanism HOTs are represented in the language skills syllabi and measure the level of HOTs in each language skills courses of these two study programs. The data are the current semester lesson plans (RPS) of all language skills courses. They were analyzed based on the instrument designed to measure the level of HOTs by deploying the integration of Bloom Revised Taxonomy, Tuning Guide, KKNI and CEFR. This was conducted by measuring the extent program learning outcome (PLO) achieve HOTs (CEFR B2 Level) and the relevance of course learning outcome (CLO) and program learning outcome (PLO). The finding of this textual analysis demonstrates that whilst EESP and ELSP at the same time claim to deploy different approaches in their curriculum, their RPSs at the same time show the production of curriculum component emulsion as the result of interspersing these two approaches.