Yuniar Triasiwi W, 2201415150 (2023) HIGHER ORDER THINKING SKILLS REALIZATION IN READING COMPREHENSION QUESTIONS IN BRIGHT AN ENGLISH 2. Under Graduates thesis, UNIVERSITAS NEGERI SEMARANG.

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Abstract

Critical thinking becomes one of the skills that the Indonesian government has to set as the standard-based curriculum in order to learn effectively and live productively in this century. Reading passages can also be supporting items to develop students’ critical thinking since reading is one of the four basic skills of English that is most difficult and complex. This is a qualitative study that analyses the realization of HOTS in reading comprehension questions in Bright an English Course 2. The objectives of this study are to explain the distribution of the cognitive domain of Bloom's Taxonomy in reading comprehension questions and to explain reading comprehension questions in the textbook relevant to HOTS of Bloom's Revised Taxonomy. The analysis focuses on the reading comprehension questions in Bright an English Course 2 textbook. This study uses document analysis and textbook analyzing checklists as the research instruments. Then, the frequency and percentage of each level that found in each chapter were calculated. The data result revealed in the following data: the highest percentage of the questions are the Remember level with 43.2%, next, Analyze level with 30.4%, Understand level with 24%, Evaluate level with 1.6% and Apply level with 0.8%, and lastly Create level with 0%. These results exposed that not all cognitive levels are covered by the reading comprehension questions. Furthermore, based on the data analysis, it is showed that the total of HOTS questions is 40 questions or 32% from 125 reading questions. The percentage of each HOTS category are 11,9% for analyzing level, 5,8% evaluating level, and 1,2% creating level. It can be concluded that reading comprehension of the textbook is lack of HOTS. The result of the study is expected to benefit the English teachers, textbook writers and further reseacrcher to elaborate the implementation of HOTS in English teaching and learning.

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