In this chapter, researcher described the finding and discussions about the instruction HOTS contained in English textbook. The data were presented to answer the research question: what kind of HOTS contained in instruction of English textbook at SMKN 2 Bukittinggi? Researcher analyzed the instruction in each chapter contained in textbook for students of class X tourism department in SMKN 2 Bukittinggi.
1. Description of the Data
The data of this research were based on Bloom Taxonomy namely Higher Order Thinking Skills (HOTS) for students in learning through the instructions contained in the textbook used. One of the way that the researcher analyzed all the instructions for each chapter in the textbook.
In this study, researcher analyzed the textbook used at SMKN 2 Bukittinggi. The textbook consists of 15 chapters. The researcher analyzed the HOTS found in the instructions in the textbook. To analyze the HOTS in the textbook, the researcher identifies one by one the instructions in the textbook begin from chapter 1 to chapter 15.
Based on the results of the research analysis of the instructions in the textbook, as follows:
Chapter
Topic HOTS
Analyze Evaluate Create
1 Talking about self 1
2 Congratulation and 1
3 Expression Inten. 1 2
4 Which one is your . 3 2 4
5 Let’s visit Niagara . 1
6 Giving announc… 2
7 My idol 1 1
8 The battle of Su… 1 1
9 BJ. Habibie 1
10 Cut Nyak Dien 1
11 Issumboshi 2 2
12 Malin Kundang 1 1
13 The Wright Brother 1
14 Strong Wind 1 1
15 You’ve Got a frie.. 1
TOTAL 13 5 15
Table 4.1 Number of HOTS instructions in English Textbook
From the table above, it can conclude that there were 13 HOTS instructions categorized as analyze from 15 chapters in the textbook, 5 HOTS instructions categorized as Evaluate from 15 chapters in the textbook, and 15 HOTS instructions categorized as Create from 15 chapters in the textbook.
2. Analysis of the Data
In analysis of the data, researcher described one by one the HOTS instructions that were in chapters 1 until chapter 15. The researcher started from chapter 1, as follows:
Chapter 1 : Talking about self
Figure 4.1
Page 17
In chapter 1, the researcher found that there was only one instruction which can be classified as HOTS. The instruction is “Imagine that you and your classmates are all invited to a party and become the guests there. Think
about and use new identities, for instance, you can pretend to become your favorite football player, singer, or scientist. Talk to each other and introduce yourself: tell about your family, your profession and your hobbies”. This instruction is clarified as Create (C6), the students make new products and return some elements or parts into new patterns and structures. This process is adapted to previous student learning experiences. This involves planning to discuss a solution method that has a supportive assessment of the problem. A student can create sub goals to solve problems. This agreement, students will ask permission about a new identity that will be used. That can be agreed to by asking students to develop solutions to the activities carried out, evaluating plans, and choosing plans for the given activities.
Chapter 2 : Congratulating and Complimenting Others.
Figure 4.2
Page. 21
In Chapter 5, the researcher found that there was only one instruction which can be classified as HOTS. The instruction is "write down the English
words for following Indonesian words. Compare your work to your classmate's."This instruction is clarified as Analyze (C4) because it involves breaking down material into parts and then connecting to the overall structure. The purpose of analyze is to determine the pieces of messages that are relevant or important (differentiate), the ways in which messages are organized (organized), and the purpose of the messages (connecting). This instruction students asked to organize. It involves identifying elements of a communication or situation and how the elements unite into a coherent structure. In organizing, when given a description of a problem such as: write down English words for following Indonesian words, students can identify systematic and coherent relationships between relevant elements.
Chapter 3 : Expressing Intention
Figure 4.4
Pa ge.39
In Chapter 3, the researcher found that there was only one instruction which can be classified as HOTS. The instruction is "Look at the picture below. Do you know these places?why do you think people visit these places?what can they do there ? which one do you prefer to visit? Why?
Shere it with your friends ." This instruction is clarified as Evalute (C5) is an assessment made by students who use performance standards with clear criteria. This involves assessing the product externally (critiquing). Critiquing is assessing the benefits of certain solutions to certain problems. A student is asked to criticize or create their own or produced from others based on the objectives to be achieved. In criticizing a student can produce positive and negative consequences. For example: the place to be visited is very beautiful and comfortable (consequently positive). The place to be visited is very crowded and time consuming (consequently negative).
Figure 4.5
Page.44
In chapter 3, the researcher found that there was only one instruction which can be classified as HOTS. The instruction is "make up short dialogs for the following situations.read the answer of number 1 as an example. "
This instruction is clarified as Create (C6) because the processes involved are generally coordinated with previous student learning experiences. In this
section students will create products. This includes producing where students carry out plans for problem solving. Grading assignments that ask students to make a brief dialogue.
Figure 4.6
Page 47
In Chapter 3, the researcher found that there was only one instruction which can be classified as HOTS. The instruction is "write a paragraph about your holiday plan. Use I would like to… and I am going to…in your paragraph. Use the given questions to guide you." This instruction is clarified create (C6) that students create new products mentally and rearrange some elements or parts into new patterns and structures. This process is adapted to previous student learning experiences. This involves planning to design a solution method that has the criteria of the problem at hand. A student can be able to create sub goals to solve problems. In this instruction students are asked to design vacation plans. It can be assessed by asking students to develop solutions to the activities carried out, describe plans, and choose plans for the given activities.
Chapter 4 : Which one is your best getaway?
Figure 4.8
Page 51
In Chapter 4, the researcher found that there was only one instruction which can be classified as HOTS. The instruction is "Below are lists of words related to tourist destinations. Let's play odd man out games. Play this game in groups of four. Find the word that does not belong to the same category as the other words is the odd word (the odd man). Cross out or circle the word and explain your reason. Look at the example. Compete with other groups to finish this game." This instruction is clarified as Evalute (C5) because it is an assessment made by students who use performance standards and criteria. This involves assessing the product externally (critiquing).
Critiquing is assessing the benefits of certain solutions to certain problems. A student is asked to criticize or create their own or produced from others based on the objectives to be achieved. In criticizing a student can produce positive and negative consequences.
Figure 4.9
Page 53
In Chapter 4, the researcher found that there was only one instruction which can be classified as HOTS. The instruction is "Now, read text 1 carefully, what do you think about the place described below?" This instruction is clarified as analyze (C4) because it includes improving students' skills in analyzing reading to determine ideas related to one another. This happens when students can understand the point of view, bias and values to determine the writer's intention for this reading called attributing. That can be assessed by presenting some written material and asking students to choose a description from the author's perspective.
Figure 4.10
Page 54
In Chapter 4, the researcher found that there was only one instruction which can be classified as HOTS. The instruction is “Tourists probably bring food and snacks in paper or plastic packges when they visit Tanjung Putting Nasional Park. What should they do with the wastes? If you were also
a tourst, what would you do?” This instruction is clarified as Evalute (C5) because it is an assessment made by students who use performance standards with clear criteria. This involves assessing the product externally (critiquing).
Critiquing is assessing the benefits of certain solutions to certain problems. A student asked to criticize or create their own or produced from others based on the objectives to be achieved. In criticizing a student can produce positive consequences and negative consequences or both positive and negative consequences.
Figure 4.11
Page 58
In Chapter 4, the researcher found that there was only one instruction which can be classified as HOTS. The instruction is "read the following text carefully. While reading, think about the similarity or difference between the following text with the previous one about Tanjung Putting Nasional Park" This instruction is clarified as Create (C6), the students can make or produce products with the learning experience they have. In producing, a student is given a description of the problem and must produce alternative solutions to assess differences and similarities between texts. In addition,
the teacher must determine the criteria for assessing the quality of responses between comparisons given to students.
Figure 4.12
Page 60
In Chapter 4, the researcher found that there was only one instruction which can be classified as HOTS. The instruction is "Using the following Venn diagram, try to find the similarities and differences between text 1 and text 2. In what way are they simimilar or different? Write the similarity in the shared area (B) and the differences in the separe areas (A) or (C)" This instruction is clarified as Create (C6) because it involves the uniting of elements to form a coherent and functional whole. Objectives are categorized as create so that students can create new structures that did not exist before.
Create requires cognitive processes such as the representation of problems (understanding tasks and producing solutions), planning solutions (checking and compiling plans to be implemented) and executing execution (executing plans). In this instruction students asked to produce an equation and difference found in the diagram. The assessment task asks students to write
down as many hypotheses as possible to be able to explain the differences and similarities from the Venn diagram above.
Figure 4.13
Page 64
In Chapter 4, the researcher found that there was only one instruction which can be classified as HOTS. The instruction is "Try to find 10 (ten) noun phrases from the reading text about Tanjung Putting Nasional Park and Taj Mahal and discuss the meaning of the pharases.” This instruction is clarified as analyze (C4) because it involves breaking down the material into parts of the compiler to determine relevant or important message pieces.
Although learning to analyze can be seen as an end in itself, it may be more retained as an extension of understanding. In this instruction students are asked to organize which identifies the elements of a situation into a coherent structure. Students can search for 10 (ten) phrases from reading texts about Tanjung Putting and Taj Mahal. Thus the assessment can be based on the responses found in the reading text.
Figure 4.14
Page 65
In Chapter 4, the researcher found that there was only one instruction which can be classified as HOTS. The instruction is "Read the following description about a tourist destination carefully. The write forgot to edit her draf. Can you find the errors in the text and help her edit the text?.” This instruction is clarified as analyze (C4) because it involves breaking down the material into parts of the compiler to determine relevant or important message pieces. Although learning to analyze can be seen as an end in itself, it may be more retained as an extension of understanding. In this instruction students are asked to organize to identify elements from a situation into a coherent structure. Students can identify the errors in the text so they can form coherent sentences inside. Thus the assessment can be based on responses built or selection tasks.
Figure 4.15
Page 66
In Chapter 4, the researcher found that there was only one instruction which can be classified as HOTS. The instruction is "A word web help writers organize their ideas. Now make a word web of the text about Cuban Rondo and include the details. Now, based on the word web that you’ve made, write a description about Cuban Rondo. You may also use your imagination to develop the text. To enrich your vocabulary, you can try to use the words found in reading text 1 and 2 .” This instruction is clarified as Create (C6) because it involves the uniting of elements to form a coherent and functional whole. Objectives are categorized as create so that students can create new structures that did not exist before. Create requires cognitive processes such as the representation of problems (understanding tasks and producing solutions), planning solutions (checking and compiling plans to be implemented) and execution (executing plans). In this instruction students asked to plan. It involves designing a solution method that meets the problem
criteria by developing a plan to solve the problem. With planning a student can create sub goals and sub-tasks that must be done when solving problems.
Planning can be assessed by asking students to develop their ideas to make about Cuban Rondo.
Figure 4.17
Page 67
In Chapter 4, the researcher found that there was only one instruction which can be classified as HOTS. The instruction is "Think of a place you like to visit or a favorite place that you have visited several times. This can be tourism object or your favorite part of your house, or school, a park, or a traditional market in your hometown. Describe what is special about the place. Make a word web to help you get and organize ideas. Using your word web, write an essay about that place. Include an introductory paragraphs that contain the supporting details, and a concluding paragraph (read again task 4 for text 1).” This instruction is clarified as Create (C6) because it involves the uniting of elements to form a coherent and functional whole. Objectives are categorized as create so that students can create new structures that did
not exist before. Create requires cognitive processes such as the representation of problems (understanding tasks and producing solutions), planning solutions (checking and compiling plans to be implemented) and executing execution (executing plans). In this instruction students asked to produce. It involves implementing a plan to solve the problem given. In production, a student is given a functional description of a goal that must create a new product. The task of producing is to give an assessment to students based on an essay about that place.
Chapter 5: Let’s visit Niagara Falls
Figure 4.14
Page 70
In Chapter 5, the researcher found that there was only one instruction which can be classified as HOTS. The instruction is "Read about text Visiting Niagara Falls. After you read it. Scan the text quickly to find the English equivalents for the Indonesian words below. You are given the dashes and some letters of the English words as the clues. Each dash represents a letter.
After you find the words, compare your answer to your friends’." This instruction is clarified as Analyze (C4) because it involves breaking down material into parts and then connecting to the overall structure. The purpose of analyze is to determine the pieces of messages that are relevant or important (differentiate), the ways in which messages are organized (organized), and the purpose of the messages (connecting). In this instruction students are asked to organize. It involves identifying elements of a communication or situation and how the elements unite into a coherent structure. In organizing, when given a description of an issue such as: scan the text quickly to find English equivalents for the Indonesian words, students can identify systematic and coherent relationships between relevant elements.
Chapter 6 : Giving Announcement
Figure 4.15
Page 82
In Chapter 6, the researcher found that there was only one instruction which can be classified as HOTS. The instruction is " Match the words with
their Indonesian equivalents. Compare your work to your classmate ." This instruction is clarified as Analyze (C4) because it involves breaking down material into parts and then connecting to the overall structure. The purpose of analyze is to determine the pieces of messages that are relevant or important (differentiate), the ways in which messages are organized (organized), and the purpose of the messages (connecting). In this instruction students are asked to differentiate. It involves differentiating parts from the whole structure in terms of relevance or importance. Distinction occurs when a student distinguishes what is relevant from information that is not relevant, or which is important from information that is not important. Differentiation can be assessed from responses built or by students' selection tasks. In the assignment that is built a student is asked to show or match the words with Indonesian equivalents.
Figure 4.16
Page 89
In Chapter 6, the researcher found that there was only one instruction which can be classified as HOTS. The instruction is " Individuallly, complete following chart to find out the structure of the announcement on page 83 and 84, depending on which announcement you have read.." This instruction is clarified as Analyze (C4) because it involves breaking down material into parts and then connecting to the overall structure. The purpose of analyze is to determine the pieces of messages that are relevant or important (differentiate), the ways in which messages are organized (organized), and the purpose of the messages (connecting). In this instruction students asked to organize. It involves identifying elements of a communication or situation and how the elements unite into a coherent structure. In organizing, when given a description of an issue such as: the announcements on pages 83 and 84, students can identify announcements and then students can complete the chart.
Chapter 7: My Idol
Figure 4.18
Page 109
In Chapter 7, the researcher found that there was only one instruction which can be classified as HOTS. The instruction is “Look at the picture beelow. Do you know these people? What are they famous for? Discuss with your classmates!” This instruction is clarified as Evalute (C5) because it is an assessment made by students who use performance standards with clear criteria. This involves assessing the product externally (critiquing). Critiquing is assessing the benefits of certain solutions to certain problems. A student is asked to criticize or create their own or generated from others based on the objectives to be achieved. In criticizing a student it can produce positive and negative consequences or both positive and negative consequences based on the picture in the instructions above.
Figure 4.19
Page 118
In Chapter 7 , the researcher found that there was only one instruction which can be classified as HOTS. The instruction is " Have you ever had a holiday? What happened? How was the holiday? Write a recount about your holiday. Make the outline of your story below.” This instruction is clarified as Create (C6) because it involves the uniting of elements to form a coherent and
functional whole. Objectives are categorized as create so that students can create new structures that did not exist before. Create requires cognitive processes such as the representation of problems (understanding tasks and
functional whole. Objectives are categorized as create so that students can create new structures that did not exist before. Create requires cognitive processes such as the representation of problems (understanding tasks and