Ulifah Rido Juniati, 2201416044 (2020) AN ANALYSIS OF HIGHER-ORDER THINKING SKILL (HOTS)-BASED ENGLISH LESSON PLAN DESIGNED FOR GRADE TEN SEMESTER TWO. Under Graduates thesis, Universitas Negeri Semarang.

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Abstract

The research focused on the learning objectives, learning activities, and assessment design as the parts of the English lesson plan. This study was a qualitative case study that proposed to describe the formulation of the HOTS aspects in the learning objectives, learning activities, and assessment design of the English lesson plan designed for grade ten semester 2 of SMK Muhammadiyah Bobotsari, Purbalingga. Data were gathered by using interview guidelines and document analysis checklist. Two English teachers at the school were selected to be interviewed and two lesson plans were chosen to be analyzed by using document analysis checklist. The lesson plans were given the number to ease the analysis process. They were LP 1 and LP 2. The results of this research showed that the HOTS aspects were already available in some points of the learning objectives, learning activities, and assessment design in the lesson plan. They have formulated the HOTS aspects in both basic competence. In LP 1, the HOTS aspects appeared in basic competence 3 (knowledge) and 4 (skill). While in LP 2, HOTS aspects were available in basic competence 4 (skill). Mostly, HOTS aspects appeared in LP 1 and LP 2 was the create stage (C6). For the learning activities, there were 3 until 5 activities contained HOTS aspects. Both English teachers have tried to formulate the HOTS aspects in the learning activities with the stage that appeared the most was the create stage. The lesson plans provided the activities which begin from the lowest level (LOTS) to the highest level (HOTS). For the assessment design, the HOTS aspects appeared in basic competence 3 (knowledge) and 4 (skill). LP 1 contained 3 questions with HOTS from 5 questions in the knowledge assessment and 1 question with HOTS in the skill assessment. Meanwhile, LP 2 contained 4 questions with HOTS from 5 questions in the knowledge assessment and 1 question with HOTS in the skill assessment. The HOTS aspects that appeared the most in both assessment design was the create stage (C6).

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