Rahmad Hendra Hermansyah , 2201414081 (2019) ANALYSIS OF READING SECTIONS IN STUDENT’S BOOK ACTIVATE! B2 VIEWED FROM HIGHER-ORDER THINKING SKILLS. Under Graduates thesis, UNNES.

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Abstract

This study investigates reading sections in students’ book Activate! B2 Viewed from Higher-Order Thinking Skills. The analysis aims to evaluate and explain the extent to which reading sections in student’s book Activate! B2 are relevant to Higher-Order Thinking Skills and critical thinking tasks. This study employed a qualitative approach. It analyzed reading sections of Student’s Book Activate! B2 using two theoretical frameworks of analysis, Bloom’s Taxonomy (1956) to reveal Higher-Orders Thinking in terms of taxonomy and Numrich’s sequence of Critical Thinking Tasks to uncover structure of the reading tasks in the textbook. The findings reveal an inference that the tasks in HOTS level are less than the tasks in LOTS level which the tasks are dominantly found in the Understanding level. In addition, the results of the study using Numrich’ Sequence of critical thinking tasks show that lower critical thinking tasks are more dominant than higher critical thinking task. The tasks are dominated by understanding and organizing tasks which are focusing on the text while the skill practice is comprised of distinguishing relevant details from the text. The purpose of using textbook is to develop critical thinking. Therefore, this textbook is less appropriate for this purpose because the presented tasks do not require higher critical thinking skills.

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