Higher-Order Thinking Skills (HOTS) Based Reading Exercises in an EFL Textbook for the Second-Grade Students of Senior High School

Pratiwi, Nurul Walikhtira

doi:10.23960/ujet.v10.i4.202103

Cited by 9 publications

(14 citation statements)

References 3 publications

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“…Therefore, the data collection and analysis technique for this study were done by the researcher itself. The researcher collect the data by using an instrument called checklist table adapted from (Pratiwi, 2014). Checklist table as the instrument will be used to answer the research question and fulfill the objective of the research.…”

Section: Checklistmentioning

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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Section: Checklistmentioning

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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“…As a tool for data collection, the researchers used a checklist table proposed by Pratiwi (2014), which is based on the revised Bloom's taxonomy. Then, the researchers gathered and listed all reading comprehension questions preceded by WHquestion words from the predetermined textbook.…”

Section: Methodsmentioning

confidence: 99%

“…The learning objectives, as stated by the Ministry of National Education and Culture (2014), are to produce Indonesian citizens who are creative, critical, communicative, collaborative, and innovative through strengthening characters, skills, and cognition. Some characteristics of a textbook can be analyzed, including its layout, exercises, materials, instructions, and teaching resources (Pratiwi, 2014). One of the exercises that is essential to be investigated is the reading comprehension exercise.…”

Section: Introductionmentioning

confidence: 99%

How is HOTS integrated into the Indonesian high school English textbook?

Erdiana

Panjaitan

2023

SiELE

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This study aims at analyzing the integration of higher-order thinking skills, specifically the level of analysis (C4), the level of evaluation (C5), and the level of creation (C6), in reading comprehension questions found in senior high school textbook ‘Bahasa Inggris SMA/MA/SMK/MAK for Grade 12’. This study employed critical content analysis to analyze and interpret textual material to draw valid inferences. The researchers examined the reading comprehension questions to find out how the integration of HOTS in the questions. Using a checklist table, the researchers collected, listed, and analyzed the questions according to the cognitive domain of the revised Bloom’s taxonomy. After examining and determining the cognitive level of each question, the researchers categorized them into two groups, namely higher-order thinking skills (HOTS) and lower-order thinking skills (LOTS) questions. The result showed that the distribution of HOTS-level questions was lower than that of LOTS questions. The data show that the number of HOTS questions got 13 out of 67 questions or 19.4%, while LOTS questions reached 54 out of 67 questions or 80.6%. These results imply that this textbook needed to provide an adequate number of higher-level thinking questions that could enhance students’ HOTS. To sum up, HOTS questions were not sufficiently integrated into the reading comprehension questions of the textbook. Thus, it is expected that the findings of this study motivate education stakeholders, including teachers, textbook authors, and publishing houses to make more effort to foster and develop HOTS in textbooks.

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“…It is believed that the results of this study can be useful by textbook writers and EFL teachers. Apriani (2019) aimed to obtain empirical evidence from the distribution of higher order thinking skills based on the revised edition of Bloom's taxonomy on questions in reading exercises in the Pathway to English textbook used in Bengkulu in Indonesia for 10 th grade high school students. The results showed that the distribution of Higher Order Thinking Skills in essay reading questions in the Pathway to English textbooks was low and unbalanced, because higher order thinking skills in the Pathway to English textbooks have fewer questions about reading essay practice questions, and less variation in Higher Order Thinking Skills.…”

Section: Empirical Studies On Textbook Analysismentioning

confidence: 99%

Content Analysis of the EFL Textbook Units According to Bloom’s Taxonomy: Between Theory and Practice

Dallasheh

2024

JHETP

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This study analyzed the units of the textbook “Just Imagine” for 9th grade Arab students for English teaching in Israel. The study was conducted to understand whether the Wh-Questions used in the textbook emphasized high-level thinking and cognitive skills development (HOTS). The research question of this study was: To what extent do the Wh-Questions in the textbook “Just Imagine” emphasize higher order thinking skills? Content Analysis was performed. Wh-Questions were chosen as the unit of analysis for this research. Percentages and frequencies of each cognition level were calculated for each book unit separately. The results showed that 167 out of the 219 questions emphasized cognition levels that develop Low-Order Thinking Skills, while only 52 questions emphasized the three levels that use High-Order Thinking Skills. Findings of this research recommended that the textbook authors should further develop the textbook’s content, and maintain a balance between the lower-order and higher-order questions. Evaluating and choosing a good textbook that fits the goals of the curriculum is also recommended.

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Higher-Order Thinking Skills (HOTS) Based Reading Exercises in an EFL Textbook for the Second-Grade Students of Senior High School

Cited by 9 publications

References 3 publications

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

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

How is HOTS integrated into the Indonesian high school English textbook?

Content Analysis of the EFL Textbook Units According to Bloom’s Taxonomy: Between Theory and Practice

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