Ervina Juli Aryani, 2201416081 (2020) HIGHER ORDER THINKING SKILLS (HOTS) REALIZATION IN READING COMPREHENSION QUESTIONS FOUND IN ENGLISH TEXTBOOKS. Under Graduates thesis, Unnes.

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Abstract

The creation of 2013 curriculum expects the integration of higher thinking skills to encourage students to achieve the competencies of critical thinking, creativity and innovation, communication, collaboration, and confidence. This is so since HOTS encompass the skills of critical thinking, creative thinking, problem solving, and decision making. As a result, textbook, which is an essential learning platform, should facilitate higher thinking skills. In learning English, it is expected that HOTS are developed in all the language skills, especially reading skill since it is quite essential which equally needs more attention. Accordingly, reading comprehension questions should impose higher thinking skills to enhance the development of HOTS in reading skill. Therefore, this present research mainly focuses on investigating the realization of HOTS in the reading comprehension questions found in three English textbooks for different level of grades which are published by the Ministry of Education and Culture. This present research is a content analysis employing descriptive qualitative approach. Cognitive level of Bloom’s revised taxonomy (2001) and task types of Numrich’s sequence (Beaumont, 2010) are employed to analyze the data. There are 170 reading comprehension questions in the textbook for grade X, 42 reading comprehension questions in the textbook for grade XI, and 117 reading comprehension questions in the textbook for grade XII which are under analysis. Documentation technique is employed to collect the data. The analysis out of three textbooks, two textbooks i.e. textbooks for grade X and XII highlighted LOTS. HOTS are less emphasized than LOTS. This can be seen from the analysis results which shows that the most emphasized skill belongs to lower thinking skills. In contrast, in the textbook for grade XI, HOTS are adequately realized. The reading comprehension questions primarily lead students to employ higher degree of thinking skills to accomplish the questions. These indicate that the reading comprehension questions are categorized into LOTS, and HOTS-based reading comprehension questions in the analyzed textbooks are properly represented only in the textbook for grade XI. In comparison to 2013 standards in realizing HOTS, these results seem to be less compatible with the standards. Therefore, with the abundance of LOTS-based questions, HOTS-based questions should be increased to foster the development of higher thinking skills.

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