SKILLS (HOTS) TYPE IN THE FIRST GRADE OF SMKN 1 LEMBAH MELINTANG
BY
ISLAH ALVIA SIN. 11810420577
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU PEKANBARU
1444 H/ 2023 M
SKILLS (HOTS) TYPE IN THE FIRST GRADE OF SMKN 1 LEMBAH MELINTANG
By
ISLAH ALVIA SIN.11810420577
Thesis
Submitted as Partial Fulfillment of the Requirements for Getting Undergraduate Degree in English Education
(S.Pd)
DEPARTMENT ENGLISH EDUCATION FACULTY OF EDUCATION TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU PEKANBARU
1444 H/2023 M
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In the name of Allah, the most gracious and the most merciful, praise belongs to Allah the Almighty, the Lord of Universe. Through His guidance and blessing, the researcher has completed an important academic requirement for the award of Bachelor degree in English education at the Faculty of Education and Teacher Training, State Islamic University of Sultan Syarif Kasim Riau.Then, shalawat and salam always be presented to the Prophet Muhammad SAW who has inspired and lightened many people up all around the world.
The researcher deepest gratitude was presented to the beloved parents, Rahidin and Isnaini, who always give the love, care, and support for finishing this study.
In conducting the research and finishing this project paper, the researcher got suggestions, encouragements, motivation, and supports from many people.
Therefore, in this opportunity, the researcher would like to express the great thanks and gratitude to those who have given the writer a lot of things that writer is able to finalize and publish this research:
1. Prof. Dr. Hairunas, M.Ag., the Rector of State Islamic University of Sultan Syarif Kasim Riau. Prof. Dr. Hj. Helmiati, M.Ag., the Vice Rector I, Dr. H.
Mas‟ud Zein, M. Pd., as Vice Rector II, Prof. Edi Erwan, S.Pt., M. Sc., Ph. D, as Vice Rector III, and all staff. Thanks for the kindness and the encouragement.
2. Dr. H. Kadar, M.Ag., the Dean of Education and Teacher Training Faculty of State Islamic University of Sultan Syarif Kasim Riau. Dr. H. Zarkasih, M.Ag., the Vice of Dean I. Dr. Zubaidah Amir, MZ, M.Pd., the Vice of Dean II. Dr.
Amirah Diniaty, M.Pd., Kons., the Vice of Dean III and all staffs. Thank you for kindness and encouragement. 3.
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4. Dr. Nur Aisyah Zulkifli, M.Pd., the Secretary of English Education, for the guidance to the students.
5. Dr. Riza Amelia, SS, M.Pd. as my supervisor, thank you very much for the guidance, support, advice, and kindness that has been given since the beginning of the researcher writing this thesis to completion. And also thank you for always smiling, ma‟am.
6. Cut Raudhatul Misky, M.Pd. as a great academic supervisor and all lecturers of the EED who have given suggestions and motivations who has given support, advice, and guidance in completing this thesis.
7. The Headmaster of SMKN 1 Lembah Melintang Drs. Rifa‟i, and .Sy. as the Deputy of the SMKN 1 Lembah Melintang and all staff who have helped researcher in accomplishing this research.
8. My beloved brother and sister Naimatul mardiah S.Pd, Ikhsanul Arif, Fajar Ramdhan, Dhoifa Ramadhani, Rodhiatul Ulsiah,Muhammad Riski, Alhadi Saputra, khairul nizam as my mood booster in my life time.
9. My beloved person is Ahmad Fathan, S,Pd for giving me support and helped to finishing this thesis.
10. My beloved all of my family, thank you for giving support and happiness.
11. My beloved friends Nuria Maulani S.Pd, Ulfa Maulida S.Pd, Asmita Nauli SH, Nadia sufna SE, Hamida Putri, S.Pd, Dahliana Sari S.Pd, Nur Ilmiah, S.Ag The researchers‟ friends from EED 2018 especially member of C class and my ex-classmates member of 1D and 2D class. And all of the people who can‟t the researcher mention one by one and people who have slipped my name in their prayer. Thank you for support and beautiful memories.
12. The last, the researcher also very grateful to herself for believing in herself.
Had fought the depression, stress, and for doing all this hark work. The perfection only belong Allah. Criticism, comments, suggestions are really
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Therefore, constructive comments, critiques and suggestions are appreciated very much.
Pekanbaru, January 11th, 2023 The Reseacher
Islah Alvia SIN.11810420577
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Islah Alvia (2022) : An Analysis of Student’s Ability in Answering Reading Questions of Higher-Order-Thinking-Skills (HOTS) Type in The First Grade of SMKN 1 Lembah Melintang The purpose of this research is to investigate the student‟s reading ability in answering reading questions of HOTS type that the students have in first grade of SMKN 1 Lembah Melintang and to identfy the problems that the students have in answering HOTS type reading questions. This research was conducted by using descriptive quantitative method. The population of this research was the first grade of SMKN 1 Lembah Melintang. The istrument used in this research was a reading comprehension test. Findings of the research revealed that the students‟
ability in answering reading questions of HOTS type at SMKN 1 Lembah Melintang was insufficient with average 55.63. For each component of HOTS namely (1) Analyzing, the percentage of students who were succesful to complete it was 28%, (2) Evaluating was completed by 29%, (3) Creating was completed by 43%.
Keywords: HOTS, ability,reading questions
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Membaca Tipe Higher Order-Thinking-Skills (HOTS) Kelas I SMKN 1 Lembah Melintang
Tujuan penelitian ini untuk mengetahui kemampuan membaca siswa dalam menjawab soal-soal bacaan bertipe HOTS yang dimiliki siswa kelas 1 SMKN 1 Lembah Melintang dan mengidentifikasi permasalahan yang dimiliki siswa dalam menjawab soal-soal membaca bertipe HOTS. Penelitian ini dilakukan dengan menggunakan metode deskriptif kuantitatif. Populasi penelitian ini adalah siswa kelas satu SMKN 1 Lembah Melintang. Instrumen yang digunakan dalam penelitian ini adalah tes pemahaman bacaan. Hasil penelitian menunjukkan bahwa kemampuan siswa dalam menjawab soal membaca tipe HOTS di SMKN 1 Lembah Melintang kurang baik dengan rata-rata 55,63. Untuk setiap komponen HOTS yaitu (1) Menganalisis, persentase siswa yang berhasil menyelesaikannya sebesar 28%, (2) Mengevaluasi selesai sebesar 29%, (3) Mencipta sebesar 43%.
Kata Kunci : HOTS, kemampuan, soal bacaan
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( ايفلأ حلاصإ ٢٢٢٢
عونل ةءارقلا ةلئسأ ةباجإ ىلع ذيملاتلا تاردق ليلتح :) تاراهم يركفتلا
ايلعلا ( لولأا لصفلا في ) HOTS
ةيموكلحا ةينهلما ةيوناثلا ةسردلمبا ١
جناتنيليم هابميل
عونل ةلئسأ ةباجإ في ذيملاتلا ةءارق ةراهم ةفرعم ثحبلا اذى نم فدلها تاراهم
يركفتلا ايلعلا
( ةيموكلحا ةينهلما ةيوناثلا ةسردلمبا لولأا لصفلا ذيملات ىدل ) HOTS
١
عونل ةلئسأ ةباجإ دنع ذيملاتلا اههجاوي لكاشم ديدتحو جناتنيليم هابميل تاراهم
يركفتلا
ايلعلا ( .يمكلا يفصولا ثحبلا ةقيرط مادختسبا ثحبلا اذى ءارجإ تمو .) HOTS
ةسردلمبا لولأا لصفلا ذيملات وعتممجو ةيموكلحا ةينهلما ةيوناثلا
١ ةادأو .جناتنيليم هابميل
ذيملاتلا تاردق نأ ىلع تلد ثحبلا ةجيتنو .ءورقلما مهف رابتخا ةمدختسلما ثحبلا عونل ةلئسأ ةباجإ ىلع تاراهم
يركفتلا ايلعلا
( ةيموكلحا ةينهلما ةيوناثلا ةسردلمبا ) HOTS
١ طسوتبم ةديج يرغ جناتنيليم هابميل ٦٦.٥٥
لج ( يىو رصانعلا عيم ١
ذيملاتلا ،ليلتح )
ىدبم وماتمإ اوعاطتسا نيذلا ٨٢
( ،٪
٨ ىدبم ىهتنا دق مييقتلا ) ٨٢
( ،٪
٥ ىدبم دايجإ )
٣٥ .٪
ةيساسلأا تاملكلا تاراهم :
يركفتلا ايلعلا
ةءارقلا ةلئسأ ،تاردق ،
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SUPERVISOR APPROVAL ... i
EXAMINERS APPROVAL……… ii
ACKNOWLEDGEMENT ... iii
ABSTRACT ... iv
ABSTRAK ... v
... ... ... ... ص ّخلم LIST OF CONTENT ... vii
LIST OF TABLES ... ix
LIST OF DIAGRAMS ... x
LIST OF APPENDICES... xi
CHAPTER 1 INTRODUCTION ... 1
A. Background of the problem ... 1
B. Identification of the problem ... 3
C. Limitation of the problem ... 3
D. Formulation of the problem ... 4
E. Objectives and Significance of the Research ... 4
1. Objectives of the Research ... 4
2. Significances of the Research ... 4
F. Definitions of the term ... 4
CHAPTER II REVIEW OF RELATED LITERATURE ... 6
A. Theoretical framework ... 6
1. Cognitive Processes in Critical Reading ... 6
2. Higher Order Thinking Skills (HOTS) ... 7
B. Relevant Research ... 13
C. Operational Concept... 15
CHAPTER III METHOD OF THE RESEARCH ... 16
A. Research Design ... 16
B. Time and Location of Research ... 16
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F. Technique of Analyzing the Data ... 20
CHAPTER IV FINDINGS AND DISCUSSION A. Findings ... 22
B. Discussion ... 26
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion... 27
B. Suggestion ... 27
REFERENCES ... 28
APPENDICES ... 30
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Table III.1 Population of the Research ... 17 Table III.2 Higher Order Thinking Skills Components ... 18 Table III.3 Rating Guide of Student‟s Score ... 20 Table IV.1 Student‟s Test Score in Answering Reading Questions of
HOTS ... 23 Table IV.2 Assessment Guide ... 24 Table IV.3 Score Students for Each Component of HOTS ... 24
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Chart IV.1 Percentage of Component HOTS that Have of Students ... 26
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Appendix 1 Syllabus ... 30
Appendix 2 Instrument Test ... 56
Appendix 3 Validity and Reability of Test ... 62
Appendix 4 Students Answer ... 68
Appendix 5 Supervisor Letter ... 69
Appendix 6 Recapitulations of Students score ... 74
Appendix 7 Supervisor Letter (Extention) ... 75
Appendix 8 Supervisor Letters ... 76
Appendix 9 Recommendation Letter ... 77
Appendix 10 Documentation ... 82
1 CHAPTER I INTRODUCTION
A. Background of the problem
In today curriculum, students are expected to acquire creative and critical thinking (Kemendikbud, 2013). Critical and creative thinking are interrelated (Paul & Elder, 2006). The capability of analyzing and evaluating the information will lead the students to be critical thinkers (Ennis,1993, Paul
& Elder, 2019). As a result, the students will be gradually capable to produce creative idea to overcome the problems. Those thinking skills can only be achieved by the students through developing their reading skill which demands the students to understand written words and decode written words that culminate to deep understanding of the text (Mahfuzah, 2019).
When reading some texts, the critical thinkers use some reading skills such as applying skimming and scanning, using semantic mapping or clustering, developing higher order thinking skill when reading a text.
Skimming can be defined as a reading technique which done at a speed three to four times faster than normal reading (Yusuf et al., 2007). Effective readers often skim when they have masses of materials to read in a limited amount of time. In skimming, the effective readers only focus to take important information and the main idea. On the other hand, scanning is unlike skimming. In this technique, the readers quickly look for specific information such as dates, years, names, paces, among others (Yusuf et al., 2007). Brown
(2001: 308) states that the strategy of semantic mapping or grouping ideas into meaningful clusters helps the readers to provide some order to the chaos.
Higher order thinking skills is the ability to think in a complex process which is useful in applying knowledge in real life, thinking critically, and solving problems (Pratiwi,2014). Brookhart (2010) argues that higher order thinking questions can implemented in reading questions. In other words, some of these efforts that can be found in reading questions namely Higher Order Thinking Skills (HOTS) type reading, HOTS questions is widely used in the education practice. It helps students to have the ability to analyze, evaluate, and create an idea to solve the problems faced at school or in social life.
According to Krathwohl„s and Anderson‟s (2001), proposal indicators to measure students‟ ability on HOTS type questions are analyzing, evaluating, and creating. Analyzing level is to assess the ability of learners to separate material or concepts into component parts so that its organizational structure may be understood. Evaluating is to assess the abilty of learners to make judgements about the value of ideas or materials based on the criteria and standards. Creating is to assess the abillity of learners to build a structure or pattern from diverse elements and to create something new by using a combination of ideas from different sources to from different sources to form a new whole idea.
One of the research of HOTS in reading comprehension was conducted by Rejeki (2021). The results showed that students have in
reading ability of HOTS type questions .Another research that focuses on HOTS questions in reading comprehension was conducted by Yuliati &
Lestari (2018) namely students‟ higher-order thinking skills in completing HOTS-oriented reading questions in Instructional Evaluation course. The result showed that students' capacity to think critically in response to HOTS practice questions still needed to be improved. When compared to pupils in the medium and low groups, students with high learning ability are better at answering HOTS-related questions.
In the local context, some studies have reported that the student‟s reading ability on HOTS type fell on low category. As reported by Mahfuzah (2019), SMAN 3 Bukit Tinggi is one of a few schools that applied HOTS in reading. She investigated about student's ability in answering reading questions with HOTS type. From the study she concluded that the student‟s ability was low.
Similar difficulties were faced by the first grade at SMKN 1 Lembah Melintang. The students seemed to have low critical ability. The teacher told the researcher that the students reading ability on answering reading questions of HOTS Type was not satisfactory yet. The students seemed do not understand the text that they read. On the other hand, they were required to develop critical thinking. SMKN 1 Lembah Melintang that uses curriculum 2013 new revision and applied Higher Order Thinking Skill ( HOTS ) in teaching English. As research on reading with HOTS type is still not much research in the local context, the researcher intended to fill the gap by
conducting research entitled: “AN ANALYSIS OF STUDENTS’ ABILITY IN ANSWERING READING QUESTIONS OF HIGHER ORDER THINKING SKILLS (HOTS) TYPE IN THE FIRST GRADE OF SMKN 1 LEMBAH MELINTANG”
B. Identification of the problem
Some problems that were relevant to this research were identified at SMKN 1 Lembah Melintang as follows :
1. Most of students have difficulty to understand about reading questions of HOTS type
2. Most of students do not understand how to answer the reading questions of HOTS type.
3. Most of students are difficult in answering reading questions of HOTS type.
C. Limitation of the study
In this study, the writer limits the problem into an analysis of student‟s ability in answering reading question of Higher Order Thinking Skills (HOTS) type by the first graders of SMKN 01 Lembah Melintang.
D. Formulations of the problem
The writer formulates the research questions as follows :
1. How is the student‟s ability in answering reading questions of HOTS type in the first grade of SMKN 1 Lembah Melintang?
2. What are the components of HOTS that are most difficult for the students have in answering HOTS type reading questions?
E. Objectives and significance of the Research 1. Objectives of the Research
Referring to the formulation problem above, the objectives of this research are :
a. To find out the level of student‟s reading ability in answering reading questions of HOTS type in first grade of SMKN 1 Lembah Melintang.
b. To find out the components of HOTS that are most difficult for students in answering HOTS type reading questions.
2. The significances of Research
The result from this research is expected to contribute theoretically and practically.
a. Theoretically, first, it is expected that the findings of this study can contribute to the literature related the student‟s ability to answer reading questions of HOTS type. Second, this study can be used as reference for the next researcher who wants to research about student‟s ability to answer reading question of HOTS in EFL context.
b. Practically, the finding of the research will serve as information for teachers and students to improve their ability about HOTS and level of HOTS that used in answering reading questions.
F. Definitions of the Terms
The researcher explain the terms used in this study to avoid misunderstandings as follows:
1. Analysis
According to Komaruddin (2002) An analysis is an activity think to describe a whole into components so that recognise the signs of components, compatibility with each other, and function of each in an integrated unit. In this research, the analysis means an examination of student‟s ability in answering reading questions of HOTS type.
2. Reading Ability
According to Hornby (2000, p.2). ability is the fact that somebody/
something is capaable of doing something. If one has the ability then she/he is considered to be doing something effectively or it is contrary.
This ability can be obtained by learning and practicing continously in reading. In this research, abillity refers to the variety of mastery, understanding, or skill in certain respect to be able in answering reading questions of higher order thinking skills (HOTS) type.
3. Higher Order Thinking Skills (HOTS) refers to the higher level of the cognitive process, which includes analyzing, evaluating, and generating (Anderson & Krathwohl, 2001). Students who can think critically will be able to solve HOTS problems effectively, as evidenced by their ability to deduce what they know and know how to use relevant information (Nourdad, Masoudi, & Rahimali, 2018). Higher order thinking skills in this research is on reading can be found in reading question, so students can think critically in reading activity.
8 CHAPTER II
REVIEW OF RELATED LITERATURE
A. Theoretical Framework
1. Cognitive Processes in Critical Reading
Cognitive is defined as the center processor of the thinking process in reading, as it is also defined as the working memory capacity which is classified into high working memory capacity and low working memory capacity (Bohn-Gettler & Kendeou: 2014).High working memory readers are more likely to focus on text information that is consistent with their reading goals or perspectives in comparison to their low working memory.
Cognitive skills are the primary domain of reading activities. The skills of analyzing, inferring and interpreting a text activate cognitive skills which become the major elements of critical thinking. Ellis (2008) uses a model of critical thinking rooted from Bloom‟s taxonomy of cognitive skills including things like logic, analysis, evaluation, inference, interpretation, explanation, and synthesis. Alternatively, some other list that decomposes these into further more specific skills could also be used.
For instance, analysis can be decomposed into deconstructing, contrasting, and comparing. Accordingly, whatever reading strategies applied by EFL teachers in the teaching and learning process, it will always involve critical thinking skills which later it used as the fundamental reason of assessing
the EFL learners critical thinking in reading skills. Before assessing it, it better to know the relationship between critical thinking and reading skills.
Reading is a very cognitive work complex. Reading comprehension requires mental organization and construction. According to Dekleer and Brown and Gentne (1989), understanding text means construct a mental model of the system described in the text. Goodman (1979) refer to understanding as the interaction between thought and language. Goodman based his research on the definition of understanding as "the extent to which the reader reconstruct the message according to the writter's intention. This definition is in line with that given Carnine et al. (1990) who called the activity of understanding as work a set of cognitive skills to extract meaning from a text.
Reading is perceived as a meaning construction process (Ruddell &
Unrau, 2013,p. 1020). As reading is seen as a social and cognitive process, it is implied that reading is an active process which involves interpretation, reflective inquiry and critical interpretation (Kern, 2000 cited in Zin and Eng, 2014). Thus, reading is an active thinking process which put the reader as an active meaning maker of the texts. Critical reading involves the reader's active involvement to think deeply about the text in revealing and reconstructing its that mean. In a critical reading level, the act of reading is perceived as a meaning construction process which entails higher order thinking abilities about a text. In a critical reading, the reader has right to judge and evaluate the content of the texts. Shortly, critical
reading is simply defined a s an active process of constructing that mean from the texts by involving interpretation, making inference, analysis, giving judgment, and evaluation.
There are two parts of cognitive processes in reading : lower-level- processes and higher-level-processes. The lower level processes in combination with the higher level processes, from the cognitive processes taking place when we carry out reading various purposes. As proposed by Grabe and Stroller (2002), the lower-level processes, are viewed as more skill oriented for the reason that they represent linguistic processes which are more automatic. The higher level processes, on the other hand, signify comprehension provesses that make much more use of the reader's background knowledge and inferencing skill.
Based on the explanation of the theories above, it can be concluded that the cognitive processes in critical reading ability is defined as the processing center of thinking processes in reading, this process certainly involves working memory in its criticality, and this cognitive processes is divided into two, namely lower-level processes and higher-level processes.
2. Higher Order Thinking Skills (HOTS)
Higher order thinking skills is associated with the cognitive level of Bloom' taxonomy. This Taxonomy is created by Benjamin Bloom in 1956.
Bloom et al. (1956) defines six different levels in the cognitive domain.
The cognitive domain is devided into two parts : Lower Order Thinking Skill (LOTS) which includes knowledge, comprehension, and application,
and Higher Order Thinking Skill (HOTS) which includes focus on analyzing, evaluating, and creating.
Higher Order Thinking Skills (HOTS) is a cognitive process in which pupils use existing knowledge and ideas in a specific way to gain new insights and implications. HOTS is the ability to think at a higher level when someone associate freshly obtained knowledge with previously stored information in his memory, then connects and develops the information to achieve a goal or solve a tough problem (Fanani, 2018).
According to Underbakke, HOTS are also called strategic thinking skills which is the ability to use information to solving problems, analyzing arguments, negotiating issues, or make predictions.
a. The Components of Higher Order Thinking Skills (HOTS) Bloom‟s Taxonomy which has six levels of cognitive domain:
Figure II.1 Taxonomy Bloom
CREATING EVALUATING
ANALYZING APPLYING UNDERSTANDING
REMEMBERING
Bloom‟s taxonomy revised the cognitive level which included thinking activities that were divided into two levels called lowerorder thinking skills (LOTS) and higher-order thinking skills (HOTS). And which is needed in the 21st century is higher-order thinking skills (HOTS) which emphasize higher thinking on problem-solving skills, critical thinking, creativity, and decision making. This is to use the mind to face new challenges in the future. The cognitive level is as follows :
1) Remembering
Taking, recognizing, and recalling relevant knowledge from long- term memory.
2) Understanding
Interpret, classify, summarize,infer,compare, and explain the meaning of oral, textual, and graphic messages by interpreting, classfying, summarizing, inferring,comparing, and explaining them.
3) Applying
Excute or use procedures by executing or implementing them, use knowledge, talents, and values, in a variety of settings to accomplish the goals.
4) Analyzing
Persuading a small piece of the material to comprehend it more completely, as well as the interrelationships between the sections.
5) Evaluating
Make judgments and decisions using knowledge, experience,skills and values as well as justfication.
6) Creating
Generate creative or innovative ideas or products or methods Higher order thinking skills is associated with the cognitive level of Bloom' taxonomy. This Taxonomy is created by Benjamin Bloom in 1956. Bloom et al. (1956) defines six different levels in the cognitive domain. The cognitive domain is devided into two parts : Lower Order Thinking Skill (LOTS) which includes knowledge, comprehension, and application, and Higher Order Thinking Skill (HOTS) which includes focus on analyzing, evaluating, and creating.
There are three levels types of HOTS which are analyzing, evaluating and creating. Analyzing is the ability to breakdown the material into its constituent parts and detection the relationships of the parts and of the way they are organized. According to Bloom (1956), analyzing can be categorized into 3 which are analyzing of elements (the ability to detect the unstated assumptions, distinguish facts and hypothesis and distinguish conclusion based on statements which support it), analyzing of relationship (the ability to determine the connections and interactions among the elements) and analyzing of
organizational principle (the ability to infer the author purposes, point of view, or traits of thought and feeling as exhibited in his work).
Furthermore, evaluating is the ability to express opinion, make judgment, and comment about the information (Anderson and Karthwol, 2001). Lastly, creating is the ability to produce idea to solve problems.
b. HOTS question
The HOTS question is a test that assesses the ability to think at a higher level, that is, the ability to think beyond recalling, restating, or referring without processing. The following are the characteristics of HOTS questions as described by the Ministry of Education and Culture (2017, P.9-13):
1) Measuring one's ability to think critically.
Problem-solving skills, critical thinking skills, creative thinking skills, reasoning skills, and decision-making skills are all examples of higher order thinking skills.
2) Problems with a context
HOTS questions are exams based on real-life scenarios in which students are required to apply classroom information to solve problems. Five characteristics of contextual assessment are outlined below. p. 10) (Ministry of Education and Culture, 2017).
a) Relating is directly related to real-life experiences. b) Experiencing, this emphasizes exploration, discovery, and creation.
c) Applying, demands the ability of students to apply the knowledge gained in the classroom to solve real problems. d) Communicating demands the ability to be able to communicate the conclusions of the model at the conclusion of the context of the problem.e) Transferring, demands the ability to transform the concepts of knowledge in the classroom into new situations or contexts.
3) The structure of the questions
There are various different types of questions that can be written as HOTS questions (which are used on the PISA exam model):
a) A variety of options
HOTS questions, in general, use stimuli that are derived from real-life situations. The core problem (stem) and answer options are included in multiple-choice questions (option). The proper answer key and distractor are the answer options.
Students are asked to use the concepts of knowledge and logic/reasoning to obtain answers to problems connected to stimulus/reading. A score of 1 is assigned to the correct answer, while a score of 0 is assigned to the incorrect answer.
b) Multiple-choice questions with a lot of options (yes/no, or true/false)
The purpose of a difficult multiple-choice question is to assess pupils' grasp of a problem that is comprehensively related from one statement to the next.
Students are given many statements connected to the reading and asked to select true/false or yes/no answers.
The statements that have been made are connected to one another.
The mix of true and false assertions should be randomized at random, rather than following a predetermined pattern. The correct answer can be deduced from a methodical regular arrangement. Students are given a score of 1 if they can answer all of the statements correctly, or a score of 2 if one of the assertions is incorrect.
d) Short answer
Questions with brief or short responses have answers in the form of words, short sentences, or phrases. Using direct question sentences or command sentences, questions or commands must be clear, the length of words or sentences that must be answered by students in all questions is relatively the same, and avoid using words, sentences, or phrases taken directly from the text are all characteristics of short answer questions. Every step that was answered correctly was given a score of 1, and an incorrect answer was given a score of 0.
c. Indicator of HOTS Questions
According to Kurniati (2018) revealed that The higher order thinking skill (HOTS) question is "capable indicators" measure a
students‟ higher order thinking skills. Anderson and Krathwohl (2010) revealed that the HOTS questions component includes::
1) Analyze
a) Analyze incoming information and divide or structure information into smaller pieces to recognize patterns or relationship.
b) Be able to recognize and distinguish the causes and effects of a company complicated scenario.
c) Identify/formulate questions.
2) Evaluate
a) Provide an assessment of solutions, ideas, and methodologies by use suitable criteria or existing standards to ensure value of effectiveness or benefits.
b) Creating hypotheses, criticizing and testing.
c) Accept or reject a statement based on the criteria that have been set.
3) Create
a) Making generalizations of an idea or perspective on something b) Design a way to solve the problem.
c) Organizing elements or parts into a new structure that never existed before.
HOTS questions generally measure ability in the analyzing (analyzing- C4), evaluating (Evaluating-C5), and creating (creating-C6). In selecting
operational verbs (KKO) to formulate HOTS question indicators, should not be trapped in the KKO grouping. For example, the verb "determine" in Bloom's Taxonomy is in the realm of C2 and C3. In the context of writing HOTS questions, the verb "determine" can be so there is a realm of C5 (evaluating) if it is preceded to make a decision with the thought process of analyzing the information presented in the past stimulus Students are asked to make the best decision. Even the verb“Determining” can be classified as C6 (creating) if the question demands the ability to develop new problem solving strategies. So, the realm of the verb operational planning is strongly influenced by what thought processes are needed to answer the questions given.
In the preparation of HOTS questions generally use a stimulus.
Stimulus is the basis for making questions. In the context of HOTS, The stimulus presented should be contextual and interesting. Stimulus sourced from global issues such as issues of information technology, science, economics, health, education and infrastructure. Stimulus can also be lifted from the problems that exist in the environment around the education unit such as culture, customs, cases in the region or various advantages found in certain areas. The creativity of a teacher greatly affects the quality and variety of the stimulus used in the learning process HOTS question writing.
Based on the explanation of the theories above, it can be concluded that the questions higher order thinking skill (HOTS) type questions are an assessment for measure students' higher order thinking skills that require reasoning tall one. By working on HOTS questions, students will achieve
levels on students' mathematical literacy abilities, from the lowest level namely identifying information, then interpreting or sorting information, apply a procedure or method to solve a problem, link between several interrelated concepts, using thinking and reasoning to solve a complex problem and to the last level of generalizing some information and develop new strategies to solve problems. With lots of practice working on HOTS questions students will be able to improve their abilities mathematical literacy and also improve their thinking skills.
B. Relevant Research
Several previous research on the Student‟s Ability in Answering Reading Question of HOTS have been conducted. The first study was conducted by Yuliati & Lestari (2018) which discussed the analysis of students' higher-order thinking skills (HOTS) in solving HOTS questions in higher education. It was applied in the Instructional Evaluation course, this study tries to explain students' higher order thinking skills in solving HOTS- oriented questions. This study employs qualitative research approaches and data gathering strategies in the form of cognitive test instruments in the form of descriptions. Simple descriptive statistics are used in the data analysis approaches. The findings revealed that students' capacity to think critically in response to HOTS practice questions still needed to be improved. When compared to pupils in the medium and low groups, students with high learning ability are better at answering HOTS-related questions.
The second study was conducted by Mahfuzah (2019) which described students' abilities to answer reading questions with HOTS and the errors they made in responding such questions. The participants in this study are students in the eleventh grade at SMA N 3 Bukittinggi. Cluster random sampling is used to choose research samples from XI MIPA 3. The study enlisted the participation of 36 students. In this study, a reading exam was used as the instrument. Bloom (1956) and Anderson Taxonomy were used as test signs (2001). The capacity of students to answer reading questions with HOTS was determined to be fairly good based on the findings of this study.
The average score attained by students who analyze (75.78), assess (75.05), and evaluate (75.05) is evidence of this.
The third previous study was conducted by Sri Rejeki (2021) which described Students‟Higher Order Thinking Skills (HOTS) in Answering Reading Comprehension Questions. The participant in this study are students in the eleventh grade at MA Ummatan Washatan Pesantren Teknologi Riau.
The study employs quantitative descriptive research. This study enlisted the participants 49 students from two classes that are XI IPA and XI IPS. The sampling technique in this study is a total sampling. And the result of the study are Students' High Order Thinking Skills (HOTS) in Answering Reading Comprehension Questions is in the category of good, with the mean score of analyzing 82.64, evaluating 84.33, and creating 75.14. It means that higher order thinking skills is one of the aspect on the 2013 curriculum that should be ehanced because by using HOTS, students can think creatively and critically.
The highest HOTS component is evaluating with a percentage of 35%, followed by the analyzing component with a percentage of 34%, and the lowest HOTS component is creating with a percentage of 31%. From this percentage, the percentage is quite even with a difference of less than 5%. It means students HOTS in answering reading comprehension questions on each component have almost equal differences.
The difference between this study and previous research is that one of them lies in the subject and object of research, where previous research conducted research at the 2nd grade high school level while in this study the 1st grade vocational school level, the next thing that distinguishes it is the previous research focused on examining student's higher order thinking skills.
Meanwhile, this research focuses on the student's ability in answering reading questions of hots type questions.
C. Operational Concept
The operational concept is a term used to describe the theories that are applied in this study. Syafi‟i (2018) “Operational concepts are transferred from theoretical concepts associated to all variables that should be practically and empirically operated in an academic writing-a research paper.”
This research is a descriptive research that focuses on the student‟s ability in answering reading questions of HOTS type at first grade in SMKN 1 Lembah Melintang. Therefore, there is one variable that used in this research.
The indicators of the variable is as follows :
1. The students are able to implement analyzing skill in answering reading questions
2. The students are able to implement evaluating skill in answering reading questions
3. The students are able to implement creating skill in answering reading questions.
23 CHAPTER III
METHOD OF THE RESEARCH
A. Research Design
This research was conducted used descriptive quantitative research design. Creswell (2012) states that descriptive research is used to describe information about the present existing condition. Sugiyono (2014), proposes that descriptive research is research that describes a phenomenon, events, by collecting data by either using quantitative and qualitative data. Meanwhile, according to Gay (2000), a quantitative approach is used to describe current conditions, investigate the relationship, and study case effect phenomena.
Quantitative descriptive or survey research involves collecting data to answer the question about the current status of the subject, or topic of study and obtain information about preferences, attitudes, practices, concerns or interests of some group of people. This present research aimed to describe the students‟
ability in answering reading questions of HOTS type.
B. Time and Location of Research
The location of this research was conducted at SMKN 1 Lembah Melintang. The research location is located on Jalan Flores Kuamang, No.172 Ujung Gading. The research was conducted in September 2022.
C. Subject and Object of the Research 1. Subject of the Research
The subject of this research was the first grade Students of SMKN 1 Lembah Melintang in the academic year 2021/2022.
2. Object of the Research
The object of this research was the student‟s ability in answering reading questions of Higher Order Thinking Skills (HOTS) type in SMKN 1 Lembah Melintang
D. Population and Sample of Research 1. Population
According to Sugiyono (2019,p.61), population is a generalization area that consist of object/subjects that have certain quantities and characteristics defined by the researcher to be studied and then with drawn the conclusion.
The population of this study is first graders of Vocational High School 1 Lembah Melintang in the academic year 2021/2022 which consist of 281 students from eight classes. The Population of the research can be seen as follows :
TABLE III.1
Population of the Research
NO CLASS TOTAL
1 X BKP 35
2 X TAV 34
3 X TKJ 34
4 X TKRO 36
5 X TP 35
6 X TPL 35
7 X TITL 36
8 X DPIB 36
Total 281
2. Sample
According to Gay (2009) sampling is the process of selecting a number of individualis for a study in such a way that individuals represent to larger group from which that were selected. The sampling technique in this research used random sampling. According to Sugiyono (2001:57) simple random sampling technique is a sampling technique from members population that is carried out randomly without regard to the strata in that population. Thus, there were 42 sample in this research.
E. Technique of Collecting Data
In this study, the technique to collect the data is as follow : 1. Test
According to Arikunto (2010, p. 266), the test is intended to collect data of students reading ability and how much they have understood about the material being tested. A reading ability test in answering HOTS questions was used in this study. There were ten set of the multiple-choice and five set of short-answer questions in the reading comprehension test.
The multiple-choice questions had two components: analyzing and evaluating. However, the short answer questions have the third component of HOTS namely creating. The test was adapted a learning website of HOTS by an address https://www.ahza.net/2019/12/latihan-soal-hots- reading-bahasa.html. The test assessed the HOTS components as suggested by Bloom (1956) and Anderson and Karthwohl (2001).
Table III.2
Higher Order Thinking Skills Components (Anderson and Krathwohl, 2001)
No
Level of Thinking
Categories
Total of Questions 1. Analyzing Differentiating, organizing, attributing the
information
5
2. Evaluating Checking/critiquing the information 5 3. Creating Generating, planning, producing idea to
solve problem
5
Total 15
2. Validity of the Test
The validity of an instrument, according to Sugiyono (2019, p.348), is related to its ability to measure or expose the properties of the variables which is intended to be assessed.
Following to Sugiyono (2019, p. 129), a test is valid if the items can ensure the validity the specific objectives that correspond to the material being tested. The formula is in the following:
r =
√
r = correlation coefficient n = number of respondents
∑x = number of item scores
∑y = number of total score 3. Reliability of the Test
According to Brown (2003, p.23), a reliable test is consistent and reliable. Reliability equivalent to an accurate measurement. According to Sugiyono (2019, p.121), Reliability is a series of measurements or a series of measuring devices that have consistent if result the measuring instrument are carried out repeatedly. In the other word, reliability is the level of consistency of a test, which is the extent to which the test can be trusted to produce a consistent score, relatively unchanged even if it is tested in different situations. So, to measure the reliability of the test, researcher used the formula is in the following :
(
) ( )
= reliability
= total variance score of each item
= total variance
n = number of questions
To find the total variance, the following formula is used :
= variance
X = the score of each questions done by students N = number of students
F. Technique of Analyzing Data
In this research, the researcher firstly was analyzing students‟ ability in answering reading questions of HOTS type in the first grade of SMKN 1 Lembah Melintang. Student‟s tasks were checked after they took the test that was given. The researcher evaluates the tests and researcher was calculate the average score all of students to determine student‟s ability in answering reading questions of HOTS type.
̅ ̅ = Mean score
ΣX = Total of all sample score N = Total number of samples
To check the students‟ ability in answering reading questios of HOTS, researcher checked student‟s answer sheets using an assessment rubric with the highest score is 100 and lowest score is 0, and the score declared passed is a score 60 to 100. The researcher used techniques analysis PAP (Penilaian Acuan Patokan), in essence PAP is a passing standard (pass-fail limit) that has been set since the beginning of the assessment (Yusuf, 2017:251).
Table III.3
Rating Guide of Student' s Score in Answering Reading Question of HOTS Type
Score Interval Category
88-100 Very good
74-87 Good
60-73 Sufficient
0-59 Insufficient
(Yusuf, 2017:251) Then, the researcher analyzed the percentage of types of the HOTS questions that were difficult followed by the students. The was formula that researcher used followed Sudijono‟s (2004) as follows :
P = The percentage F = Number of frecuency N = Number of students/sample
37 CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the result of data analysis presented in the previous chapter, it can be concluded that:
1. Students' ability in Answering Reading Questions of HOTS type is in the category of insufficient, with the mean score of 55.63 . It means that higher order thinking skills is one of the aspect on the 2013 curriculum that should be ehanced because by using HOTS, students can think creatively and critically.
2. The component of HOTS that most difficult for students in answering reading questions of HOTS type is in anwering questions of analyzing component with a percentage of 28%, analyzing have categories differentiating, organizing, attributing the informations. Thus, the students still have difficulties in differentiating, organizing, attributing the informations in answering reading questions
B. Suggestion
Based on the findings stated previously, the researcher would like to propose several suggestions as follow:
1. It is suggested that the students under investigation improve their Higher Order Thinking Skills (HOTS) skills.
2. For English teachers, the researcher recommends that they help students who have difficulties in understanding HOTS-based questions.
3. The research can be a reference for future researchers who study Higher Order Thinking Skills (HOTS) in reading comprehension, especially in exploring students' abilities in each component
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Appendix 1 Syllabus
SILABUS MATA PELAJARAN BAHASA INGGRIS Satuan Pendidikan : SMK N 1 Lembah Melintang
Program Keahlian : Semua Program Keahlian
Kompetensi Keahlian : Semua Kompetensi Keahliann Mata Pelajaran : BAHASA INGGRIS
Kelas /Semester : X / 1 Durasi (Waktu) :108 JP
KI-3 (Pengetahuan) : Memahami, menerapkan, menganalisis, dan mengevaluasi tentang pengetahuan faktual, konseptual, prosedural dasar, dan metakognitif sesuai dengan bidang dan lingkup kajian Bahasa Inggris pada tingkat teknis, spesifik, detil, dan kompleks, berkenaan dengan ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dalam konteks pengembangan potensi diri sebagai bagian darikeluarga, sekolah, dunia kerja, warga masyarakat nasional, regional, dan internasional.
KI-4 (Keterampilan) : Melaksanakan tugas spesifik dengan menggunakan alat, informasi, dan prosedur kerja yang lazim dilakukan serta memecahkan masalah sesuai dengan bidang kajian Bahasa Inggris.Menampilkan kinerja di bawah bimbingan dengan mutu dan kuantitas yang terukur sesuai dengan standar kompetensi kerja.Menunjukkan keterampilan menalar, mengolah, dan menyaji secara efektif, kreatif, produktif, kritis, mandiri, kolaboratif, komunikatif, dan solutif dalam ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah, serta mampu melaksanakan tugas spesifik di bawah pengawasan langsung.Menunjukkan keterampilan mempersepsi, kesiapan, meniru, membiasakan, gerak mahir, menjadikan gerak alami dalam ranah konkret terkait dengan pengembangan dari yang dipelajarinya di sekolah, serta mampu melaksanakan tugas spesifik di bawah pengawasan langsung.
Kompetensi Dasar
Indikator Pencapaian
Kompetensi Materi Pokok Kegiatan Pembelajaran Alternatif Penilaian
Alokasi Waktu (JP)
Sumber Belajar
1 2 3 4 5 6 7
3.1 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang
melibatkan tindakan memberi dan meminta informasi terkait jati diri dan hubungan keluarga, sesuai dengan konteks penggunaann ya.
4.1 Menyusun teks interaksi transaksional lisan
3.1.1 Mengidentifikasi fungsi sosial, struktur teks dan unsur
kebahasaan dalam teks mengenai jati diri dan hubungan keluarga 3.1.2 Membedakan fungsi sosial, struktur teks dan unsur kebahasaan dari ungkapan meminta dan memberi informasi mengenai jati diri dan hubungan keluarga formal dan tidak formal
4.1.1 Menyusun teks lisan dan tulis mengenai jati diri dan hubungan keluarga dengan menggunakan struktur teks dan unsur
kebahasaan yang tepat sesuai dengan konteks
Teks lisan dan tulis tentang menanyakan dan memaparkan jati diri dan hubungan keluarga
a. Fungsi Sosial:
Untuk memperkenalkan dan menyebutkan identitas diri dan hubungan keluarga dan untuk mengembangkan komunikasi dan menjalin hubungan interpersonal dengan yang lain
b. Struktur Teks:
- Ungkapan Pembuka - Ungkapan
pertukaran informasitentang jati diri:
May I know your name, please?
B. Mengamati teks tulis dan lisan tentang jati diri dan hubungan keluarga untuk menumbuhkan rasa ingin tahu
C. Menganalisis
(mengidentifikasi dan membedakan) fungsi sosial, struktur teks dan unsur kebahasaan yang terdapat dalamtekstentang jati diri dan keluarga untuk menumbuhkan rasa ingin tahu
D. Dalam kelompok, mengumpulkan data mengenai fungsi sosial, struktur teks dan unsur kebahasaan dari ungkapan meminta dan memberi informasi tentang jati diri dan hubungan keluarga untuk menumbuhkan kegemaran membaca E. Mendiskusikan,
membedakan dan mengelompokkan fungsi
Pengetahuan:
Tes Tertulis
Tes lisan
Penugasan
Portofolio Keterampilan:
Penilaian Unjuk Kerja
Proyek / penugasan
portofolio
6 Power point presentation (pemaparan jati diri) Laptop, infocus Tim MGMP Bahasa Inggris.
2007. Practice Your English, Novice
Level.Bandung : HUP ( pgs. 2 - 7 )
Kurniati, Civik dan Yuniarti Dwi Arni.
2007. Bahasa Inggris. Mata Pelajaran Wajib.
Semester I Kelas X Klaten : Intan Pariwara ( pgs.1 - 10 )
Kompetensi Dasar
Indikator Pencapaian
Kompetensi Materi Pokok Kegiatan Pembelajaran Alternatif Penilaian
Alokasi Waktu (JP)
Sumber Belajar
1 2 3 4 5 6 7
dan tulis pendek dan sederhana yang melibatkan tindakan memberi dan meminta informasi terkait jati diri, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks penggunaannya.
penggunaan
4.1.2 Meminta informasi mengenai jati diri dan hubungan keluarga dengan menggunakan struktur teks dan unsur kebahasaan yang tepat sesuai dengan konteks penggunaan
4.1.3 Memberi
informasi mengenai jati diri dan hubungan keluarga dengan menggunakan struktur teks dan unsur
kebahasaan yang tepat sesuai dengan konteks penggunaan
What is your address?
My name is Ali.
I‟m a worker.
I have two sisters and no brother.
I like cooking and watching movies.
- Ungkapan Penutup c. Unsur kebahasaan:
- Kosakata terkait jati diri dan hubungan keluarga: name, address, age, education, job, family, dll - Tata bahasa:
Pronouns (subjective, objective, possessive, adjectives)
Simple Present
sosial, struktur teks dan unsur kebahasaan dari berbagai ungkapan tentang jati diri dan hubungan keluarga untuk
menumbuhkan ketelitian dan kecermatan
F. Mengkomunikasikan teks tulis dan lisan tentang jati diri dan hubungan keluarga dengan menggunakan struktur teks dan unsur kebahasaan yang tepat sesuai konteks penggunaan untuk menumbuhkan keberanian
