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Backtrace:
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@thesis{thesis,
author={Agnes Santi and Vivi },
title ={Higher-order thinking skills in the reading questions in the english textbook "bahasa inggris" for grade XI},
year={2021},
url={http://repository.ukwms.ac.id/id/eprint/26853/},
abstract={The aim of this study is to find out higher-order thinking skills (Analysing, Evaluating, Creating) which are measured through the reading comprehension questions in the English textbook ?Bahasa Inggris? published by Grafindo for grade XI. The study belongs to descriptive qualitative and content analysis. This study analysed the reading questions in the English textbook ?Bahasa Inggris? for grade XI published by Grafindo Media Pratama. A checklist based on the Revised Bloom?s Taxonomy was used as the parameter to classify questions. The reading questions were analysed to see the HOTS levels measured. The subject of this study is the English textbook ?Bahasa Inggris? published by Grafindo for grade XI which applies Curriculum 2013, and the source of the data are the reading questions provided following the reading passages in the textbook. The book consists of 9 (nine) chapters and 3 (three) review chapters containing exercises. Each chapter contains the learning goals and the materials for the four language skills, grammar, and vocabulary. There are 34 (thirty-four) passages and 206 (two-hundred-six) questions in the textbook. To ensure the validity of the analysis and to expand a comprehensive understanding of the analysis result, the researcher used a triangulation technique by asking another expert in the same field who conducting a study analysing reading questions of another textbook as the subject of her study. The main instrument of this study is the researcher herself who analysed the questions. The data analysis brought the following findings: the distribution of HOTS is not equal in each chapter. Analysing level of thinking is measured in 14 (fourteen) reading passages, and Evaluating level is measured in 19 (nineteen) reading passages. While, Creating level is measured in 9 (nine) passages. There are 11 (eleven) reading passages which do not contain any HOTS questions. Out of 206 (two-hundred-six) questions, there are 60% percent measuring LOTS and 40% percent measuring HOTS. Of the number of HOTS questions, 30 (thirty) questions measure the Analysing level, 39 (thirty-nine) questions measure the Evaluating level, and 14 (fourteen) others measure the Creating level. In conclusion, as increasing students? literacy can be reached through training students making used of their high-order thinking, it is suggested that more HOTS questions can be added in the reading comprehension activities.}
}