Mustika Auliyana , 2201414153 (2019) HIGHER ORDER THINKING SKILLS ANALYSIS OF THE ENGLISH NATIONAL STANDARDIZED SCHOOL EXAMINATION The Case of SMP Negeri 36 Semarang in the Academic Year of 2018/2019. Under Graduates thesis, UNNES.

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Abstract

Assessment and higher order thinking skill (HOTS) are crucial aspects of the learning because in designing the questions, the teacher must include HOTS which aimed to enhance the learner’s critical thinking. The final project was aimed to describe to what extent the English National Standardized School Exam assesses higher order thinking skills in terms of analyzing, evaluating, and creating and to describe how the higher order thinking skills are achieved in the English National Standardized School Exam of SMP Negeri 36 Semarang in the academic year 2018/2019. This study is descriptive qualitative research. To collect the data, the writer used two instruments. First instrument relied on Bloom’s Revised Taxonomy that merely assessed the higher order items. Another instrument was analyzed the overall test items. In analyzing the data, it was categorized into a six degree of the cognitive domain of Bloom’s Revised Taxonomy with determining the action verbs and cognitive processes of the item itself. The data were classified into LOTS and HOTS. Next, the HOTS questions were examined using analysis cards which developed by Keshta and Seif (2013) consisting of 26 item types. At the second instrument, the writer gave a checklist if the item was suitable for aspects examined and provided a cross if it was not. Eventually, all the result analysis are presented in a form of the diagram and be interpreted in detail descriptions. The findings revealed that LOTS were more prominent than the HOTS with 73.4%. Understanding level is mostly found in this item with 46.7%, remembering level gained 20% and applying level achieved 6.7%. Meanwhile, HOTS only got 26.6% which 22.2% belonged to analyzing level and evaluating skill reached 4.4%. There was a null distribution of creating level. In addition, all multiple-choice items have fulfilled two criteria; interesting stimulus and contextual stimuli with 100%. Meanwhile, the aspect of implied answers has 25 frequencies with a percentage of 62.5%. The category of HOTS achieves ten frequencies with the percentage of 25. They belong to analyzing level. All of the questions in the essay test cover 12 criteria. The categories of HOTS and answering in the form of descriptions have the similarity results which obtain the percentage of 40 with two frequencies. Moreover, it also recommended for English teachers to enrich some exercises to cover higher order thinking questions and integrate the technologies with methods of learning in order to enhance their teaching strategies in the language classroom.

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