Ulfatun Maghfiroh, 2201417036 (2021) THE REALIZATION OF HIGHER ORDER THINKING SKILLS ON READING QUESTIONS IN ENGLISH TEXTBOOK USED BY GRADE X SMAN 16 SEMARANG. Under Graduates thesis, Universitas Negeri Semarang.

PDF (THE REALIZATION OF HIGHER ORDER THINKING SKILLS ON READING QUESTIONS IN ENGLISH TEXTBOOK USED BY GRADE X SMAN 16 SEMARANG) - Published Version Restricted to Repository staff only Download (6MB)

Abstract

Critical and creative thinking, innovative, communication skill, collaboration, and confidence are the expected-competencies to be possessed by Indonesian students, since Higher Order Thinking Skills (HOTS) which is one of the mandates in 2013 curriculum, is being implemented. Government encouraged Indonesian educational settings to implement these skills, so that the quality of education and graduate students can be improved. In this rapidly-changed world where problems on every aspect become more complex, it is a must to possess higher thinking skills. Individuals can use these skills in facing real-life situations which are perplexing. Textbooks are counted to be the Indonesian primary source in teaching and learning in which teachers tend to be depended on, since its materials and questions can support them. Reading task is one of the substantial elements in the textbook that can represent the implementation of higher thinking skill. Previous studies mostly focused on analysing the HOTS’ availability in textbooks that were published by the official sector which is Indonesian Ministry of Education and Culture. Therefore, the present study tries to fill that gap by conducting a study on EFL textbook published by the private sector, which is Viva Pakarindo. Therefore, I investigated the realization of higher order thinking skills in the reading questions found in English textbook entitled Belajar Praktis Bahasa dan Sastra Inggris Mata Pelajaran Peminatan Ilmu Bahasa dan Budaya untuk SMA/MA Kelas X Semester 1 that was used by grade X SMAN 16 Semarang in 2020/2021. The main previous study used in this research was conducted by Putri & Komariah (2018) in which the topic they used was higher order thinking skill. Their study was a qualitative study using content analysis approach. Identifying and analyzing the levels of vi activities available in the textbook were the aims of this study. All activities in English textbook entitled When English Rings A Bell published by Indonesian Ministry of Education and Culture were used as the object of the study. The data were gathered using document review and then analyzed using Bloom’s revised taxonomy. The study showed that the highest frequency of cognitive level in that textbook was remembering level which had 93 activities. The applying level that had 33 activities, the analyzing level had 19 activities, the evaluating level had 14 activities, the understanding level had 7 activities, and the last creating level had only 5 activities. The main theoretical study used in the present study was Higher Order Thinking Skill (HOTS). Anderson and Krathwohl (2001) stated that HOTS involves three kinds of levels which are analyzing, evaluating, and creating. They defined that analyzing level is the process of dissecting material into substantial parts and find out how the relationship of each part, purpose and structure in overall material. The second, evaluating level is the process of giving judgements based on the standard that have been agreed. The last is creating level which is the process of arranging the elements to form an original idea/ product. Resnick (1987 in Lewis & Smith, 1993) stated that HOTS is important skill to face perplexing situations or when it is needed. He added that it is not a gifted skill, so students need to develop this skill with the help of teachers. Additionally, Mainali (2012) said that HOTS will help us to encounter uncertainties, unfamiliar problems, and questions or dilemmas, in which those are created through the changing time. Those perplexing situations will be easy to solve when we have higher thinking skill which encompass critical, logical, reflective, metacognitive and creative thinking. This research was a content analysis using descriptive qualitative approach. The object of this study was the reading questions in Belajar Praktis Bahasa dan Sastra Inggris Mata Pelajaran Peminatan Ilmu Bahasa dan Budaya untuk SMA/MA Kelas X Semester 1. The unit analysis was the multiple choice and open-ended questions. I collected, listed and analyzed the reading questions of each chapter using an instrument called checklist table. I used analysis guideline in order to be the groundwork of classifying each question. Both tools were created based on cognitive level of Bloom’s revised taxonomy (2001). Document review technique was used to collect the data. There were 121 reading questions found in this textbook that were under the analysis. vii Afterwards, the results of the analysis were calculated based on the frequencies and percentages of the cognitive levels. The result revealed that upon 121 reading questions, 81% of the reading questions belonged to LOTS, while the rest, 19% belonged to HOTS. In HOTS category, 12 out of 121 items or 10% of the reading questions belonged to the analyzing level, while the evaluating level got 4% or 5 questions and the creating level obtained 5% or 6 questions. The dominant cognitive level upon the categorization of high thinking skills in this textbook was the analyzing level. It can be concluded that the distributions of lower and higher cognitive skills on reading questions in Belajar Praktis Bahasa dan Sastra Inggris Mata Pelajaran Peminatan Ilmu Bahasa dan Budaya untuk SMA/MA Kelas X Semester 1 were not wellbalanced. Lower order thinking skills were more emphasized rather than higher order thinking skills. In HOTS category, the analyzing level got the highest percentage, followed by the creating level and the lowest rank was gotten by the evaluating level. The analyzing level became the dominant cognitive level among higher thinking skills category. In order to elevate the higher thinking skill of the students in the future, I have a few suggestions to the author, teachers, and future researcher. To the author, it would be better to add more higher order level questions to enhance the quality of the textbook. To English teachers, I suggest to be more careful on choosing the right English textbook, make supplementary higher-level questions and do not rely on the textbook as the only reference during instruction are needed to be done. The last, to the future researchers, I suggest to use the wider data, other EFL textbooks published by private sector or school tests or English online test as the object of the future research.

Actions (login required)

View Item