Using Revised Bloom’s Taxonomy to Evaluate Higher Order Thinking Skills (Hots) in Reading Comprehension Questions of English Textbook for Year X of High School

Abstract

Higher Order Thinking Skills (HOTS) has been widely recognized as a set of important devices of cognitive development. The research was conducted to evaluate the availability of higher order thinking skills in reading comprehension questions of the English textbook for Year X of high school published by ministry of education. There are 158 reading comprehension questions from 15 reading texts which are analyzed using revised Bloom’s taxonomy. An intuitive approach to the analysis of qualitative data is taken for the study in which an individual researcher intuitively relates data from various instruments to each other (Smaling, 1987) in Meijer, et al (2002, p. 146). The data were analyzed qualitatively to determine the cognitive level of each questions according to revised Bloom’s taxonomy, Question types based on which cognitive process is required to answer and forms of questions. The result shows that majority of reading comprehension questions in the textbook being studied is in the lowest level of revised Bloom’s taxonomy; remembering with 134 items whereas higher order thinking skills are only found in 24 out of 158 items. It was concluded that the reading comprehension questions of the English textbook for Year X of high school is lack of higher order thinking skills. The result of the study is expected to benefit the English teachers, textbook writers and further researchers to elaborate the implementation of higher order thinking skills in English teaching and learning.

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

“…It shows that the textbook being analyzed emphasized more on lower order thinking questions. This result is in line with researchs from NamazianDoost and Hayavimehr (2017), Mizbani, Salehi, and Tabatabaei (2020), Atiullah, Fitriati, andRukmini (2019), andFebriyani, Yunita, andDamayanti (2020) which informs that almost all the textbooks that have been examined mostly have more questions in the lower order thinking level. Regarding to the research question and the objective of the research, the level used by the author of the textbook in designing the textbook's reading comprehension questions could be seen in this table.…”

“…finding main idea, supporting details, and etc. Reading could be more complex if the students lack of Higher Order Thinking Skill (HOTS) (Atiullah, Fitriati, and Rukmini, 2019).…”

“…Another research from Mizbani, Salehi, and Tabatabaei (2020) showed that all of the English skills questions inside the textbook for the 1 st grade of Senior High School students in Iran did not present any question in higher order thinking levels. The next research from Atiullah, Fitriati, and Rukmini (2019) presented that among 158 reading comprehension questions found in the 1st grade of Senior High School student's textbook in Indonesia, only 24 of them are included in higher order thinking level. The next research conducted by Febrina, Usman, and Muslem (2019) informed that from grade 11 th textbook for the 1 st semester's reading comprehension questions, there was a tendency towards the HOTS questions with 66,8% out of 100% while 33,4% was in the level of LOTS questions.…”

Modeling higher order thinking skills and metacognitive awareness in English reading comprehension among university learners

“…Chow et al (2021) investigated the reading performance of Chinese English as a second language (ESL) undergraduates. In the context of developing countries, most studies have focused on examining HOTS levels in academic reading materials and teaching (Aziz et al, 2017;Atiullah et al, 2019;Singh and Shaari, 2019;Ulum, 2021), and investigating the relationship between HOTS and reading performance, using critical thinking tests (Thamrin and Widodo, 2019;Tanudjaya and Doorman, 2020). The studies on explicit modeling of HOTS levels of the learner, instead of classroom materials or discourse, using HOTS-based reading tests are scarce in the context of developing countries (Mogaji et al, 2022) such as Pakistan (Hoodbhoy, 2021).…”

HOTS-Based Worksheet in English Learning Activity for Eight Grade Students of Junior High School

“…From the lowest to the greatest level, there are six taxonomically based stages of learning. Knowledge, understanding, application, analysis, synthesis, and assessment are all parts of the learning process (Atiullah et al, 2019;Johansson, 2020). Redesigned taxonomy of student learning levels was developed in response to a shift in emphasis toward more effective learning and evaluation goals (Mrah, 2017).…”