CHAPTER III RESEARCH METHOD
E. Data Analysis
The researcher divided the questionnaire into three items namely Analyzing, Evaluating, and Creating. The researcher used Likert scale to analyze the questionnaire. The range of the response from strongly agree to strongly
disagree. The measurement from the degree agreement. There a score number for each degree of agreement that classified as follows:
Table 3.1 Likert Scale
No. Scale Score
1 Strongly Agree 5
2 Agree 4
3 Undecided 3
4 Disagree 2
5 Strongly Disagree 1 (Sugiyono, 2012:136)
The data that has been obtained then transferred to the datasheet using descriptive statistics. The researcher analyzed the questionnaire using 2 formulas, as follows:
1.
Where,
P= Percentage = Frekuensi N= Total sample (Sudjana, 2005: 50)
After analyzing one by one from the third items (Analyzing, Evaluating, and Creating) the next step the researcher classified the entire third items to find out whether the perception of the higher order thinking skills was positive or negative, using the formula:
2. ̅ ∑
Where,
̅ = Mean Score
∑ = Total Score N = Total Respondent
(Gay, 2006: 320)
After calculating the mean score, the next researcher classified the categories of student perceptions of the higher order thinking skills using a category scale, below was a table of rating scores for each category range:
Table 3.2 Scale Category
No. Range Category
1 81-100 Strongly Positive
2 61-80 Positive
3 41-60 Moderate
4 21-40 Negative
5 20-1 Strongly Negative
29 CHAPTER IV
FINDINGS AND DISSCUSSION
In this chapter, the researcher explained about findings and discussion that has been done. The researcher would present the result of the research. The data was taken from a questionnaire given to the eleventh grade of SMA Negeri 2 Wajo. The discussion of the research is a further explanation of the findings.
A. Findings
There are 3 parts and 20 items of questionnaire. The students were asked to answer the questionnaire. After collecting the data, the researcher analysed the data to get percentage and the data is presented in the form of table. The analysis starts with the reports on the students‟ responses towards each item.
1. The students‟ perception toward higher order thinking skills (HOTS) used by English teacher in analyzing.
Students' perceptions toward higher order thinking skills (HOTS) used by English teacher in the first level were analyzing those collected in the first part. The following were some statements that students have responded to.
Item 1
30
Table 4.3 ”I am able to compare someone's opinion with someone else's opinion”.
No. Opinion Frequency Percentage (%)
1. Strongly Agree 8 26.67
2. Agree 13 43.33
3. Undecided 7 23.33
4. Disagree 2 6.67
5. Strongly Disagree - -
Total 30 100
The table above shows that 8 (26.67%) out of student choose strongly agree (SA), 13 (43.33%) choose agree (A), 7 (23.33%) choose undecided (U), 2 (6.67%) choose disagree (D) and none choose strongly disagree (SD). It means that most of the students agree that they are able to compare opinions.
Item 2
Table 4.4 “I am able to find the main ideas that contained in a text”.
No. Opinion Frequency Percentage (%)
1. Strongly Agree 5 16.67
2. Agree 13 43.33
3. Undecided 9 30
4. Disagree 3 10
5. Strongly Disagree - -
Total 30 100
The table above shows that 5 (1667%) out of student choose strongly agree (SA), 13 (43.33%) choose agree (A), 9 (30%) choose undecided (U), 2 (10%) choose disagree (D) and none choose strongly
disagree (SD). It means that the students agree that they can find out the ideas contained in a text but some students undecided.
Item 3
Table 4.5 ”I am able to analyze the main idea of a text”.
No. Opinion Frequency Percentage (%)
1. Strongly Agree 4 13.33
2. Agree 12 40
3. Undecided 12 40
4. Disagree 2 6.67
5. Strongly Disagree - -
Total 30 100
The table above shows that 4 (13.33%) out of student choose strongly agree (SA), 12 (40%) choose agree (A), 12 (40%) choose undecided (U), 2 (6.67%) choose disagree (D) and none choose strongly disagree (SD). It means that some students agree that they can analyze the main ideas contained in a text.
Item 4
Table 4.6 “I am able to find information from other sources to increase my knowledge”.
No. Opinion Frequency Percentage (%)
1. Strongly Agree 13 43.33
2. Agree 14 46.67
3. Undecided 2 6.67
4. Disagree 1 3.33
5. Strongly Disagree - -
Total 30 100
The table above shows that 13 (43.33%) out of student choose strongly agree (SA), 14 (46.67%) choose agree (A), 2 (6.67%) choose undecided (U), 1 (3.33%) choose disagree (D) and none choose strongly disagree (SD). It means that almost all of the students agree that they can find out information from other sources such as from the internet to increase their own knowledge.
Item 5
Table 4.7 “I am able to solve the questions that given by the teacher when carrying out group discussion activities”.
No. Opinion Frequency Percentage (%)
1. Strongly Agree 3 10
2. Agree 17 56.67
3. Undecided 9 30
4. Disagree 1 3.33
5. Strongly Disagree - -
Total 30 100
The table above shows that 3 (10%) out of student choose strongly agree (SA), 17 (56.67%) choose agree (A), 9 (30%) choose undecided (U), 1 (3.33%) choose disagree (D) and none choose strongly disagree (SD). It means that most of the students agree that they can solve the question that given by the teacher when working in group.
Item 6
Table 4.8 “The teacher give me direction to be able to ask questions in the learning process”.
No. Opinion Frequency Percentage (%)
1. Strongly Agree 15 50
2. Agree 6 20
3. Undecided 7 23.33
4. Disagree 2 6.67
5. Strongly Disagree - -
Total 30 100
The table above shows that 3 (10%) out of student choose strongly agree (SA), 17 (56.67%) choose agree (A), 9 (30%) choose undecided (U), 1 (3.33%) choose disagree (D) and none choose strongly disagree (SD). It means that some of the students agree that in the learning process, the teacher gives the students direction to ask questions if they do not understand the material provided.
Item 7
Table 4.9 “By asking questions, I am able to obtain new information to increase my knowledge”.
No. Opinion Frequency Percentage (%)
1. Strongly Agree 12 40
2. Agree 12 40
3. Undecided 6 20
4. Disagree - -
5. Strongly Disagree - -
Total 30 100
The table above shows that 12 (40%) out of student choose strongly agree (SA), 12 (40%) choose agree (A), 6 (20%) choose undecided (U), none choose disagree (D) and strongly disagree (SD). It means that most of the students are agree if they asking a question, they can get information that can increase their knowledge.
2. The students‟ perception toward higher order thinking skills (HOTS) used by English teacher in evaluating.
Students' perceptions toward higher order thinking skills (HOTS) used by English teacher in the second level were evaluating those collected in the second part. The following were some statements that students have responded to.
Item 8
Table 4.10 “I am able to find out an answer based on the opinion that expressed by my friend”.
No. Opinion Frequency Percentage (%)
1. Strongly Agree 3 10
2. Agree 12 40
3. Undecided 15 50
4. Disagree - -
5. Strongly Disagree - -
Total 30 100
The table above shows that 3 (10%) out of student choose strongly agree (SA), 12 (40%) choose agree (A), 15 (50%) choose undecided (U), none choose disagree (D) and strongly disagree (SD). It shows that some students are still undecided about their abilities to find out an answer to the opinion as in item 8 and others are agree with this item.
Item 9
Table 4.11 “The teacher give me direction in order to be able to deduce the material based on the examples given”.
No. Opinion Frequency Percentage (%)
1. Strongly Agree 10 33.33
2. Agree 12 40
3. Undecided 8 26.67
4. Disagree - -
5. Strongly Disagree - -
Total 30 100
The table above shows that 10 (33.33%) out of student choose strongly agree (SA), 12 (40%) choose agree (A), 8 (26.67%) choose undecided (U), none choose disagree (D) and strongly disagree (SD).
Some students agree it means that the teacher gives them direction to be able to deduce the material based on the examples given.
Item 10
Table 4.12 “I am able to make conclusion in my own words”.
No. Opinion Frequency Percentage (%)
1. Strongly Agree 7 23.33
2. Agree 8 26.67
3. Undecided 13 43.33
4. Disagree 2 6.67
5. Strongly Disagree - -
Total 30 100
The table above shows that 7 (23.33%) out of student choose strongly agree (SA), 8 (26.67%) choose agree (A), 13 (43.33%) choose undecided (U), 2 (6.67%) choose disagree (D) and none choose strongly disagree (SD). Some students agree and others are still undecided about whether they can make a conclusion based on their own words or not.
Item 11
Table 4.13 “I am able to answer the question that given by the teacher based on my own thoughts”.
No. Opinion Frequency Percentage (%)
1. Strongly Agree 5 16.67
2. Agree 8 26.67
3. Undecided 16 53.33
4. Disagree 1 3.33
5. Strongly Disagree - -
Total 30 100
The table above shows that 5 (16.67%) out of student choose strongly agree (SA), 8 (26.67%) choose agree (A), 16 (53.33%) choose undecided (U), 1 (3.33%) choose disagree (D) and none choose strongly disagree (SD). It means that they still undecided to answer the question based own their thoughts because most of the students are still undecided.
Item 12
Table 4.14 “I am able to make my own conclusions based on the material that I had learned”.
No. Opinion Frequency Percentage (%)
1. Strongly Agree 3 10
2. Agree 10 33.33
3. Undecided 14 46.67
4. Disagree 3 10
5. Strongly Disagree - -
Total 30 100
The table above shows that 3 (10%) out of student choose strongly agree (SA), 10 (33.33%) choose agree (A), 14 (46.67%) choose undecided (U), 3 (10%) choose disagree (D) and none choose strongly disagree (SD). It means that most of the students are still difficult to make a conclusion based on the material that they had learned.
Item 13
Table 4.15 “I will ask the teacher if I do not understand the material being studied”.
No. Opinion Frequency Percentage (%)
1. Strongly Agree 16 53.33
2. Agree 10 33.33
3. Undecided 4 13.33
4. Disagree - -
5. Strongly Disagree - -
Total 30 100
The table above shows that 16 (53.33%) out of student choose strongly agree (SA), 10 (33.33%) choose agree (A), 4 (13.33%) choose undecided (U), none choose disagree (D) and strongly disagree (SD).
Most of the students are agree about this item, it means that they can ask a question to the teacher if they do not understand the material being studied.
Item 14
Table 4.16 “I am able to relate the material based on what I already know with the material that I have learned”.
No. Opinion Frequency Percentage (%)
1. Strongly Agree 1 3.33
2. Agree 15 50
3. Undecided 9 30
4. Disagree 5 16.67
5. Strongly Disagree - -
Total 30 100
The table above shows that 1 (3.33%) out of student choose strongly agree (SA), 15 (50%) choose agree (A), 9 (30%) choose undecided (U), 5 (16.67%) choose disagree (D) and none choose strongly disagree (SD). It means that almost all the students agree with this item, which means they are able to relate the material based on what they already know with the material that they have learned.
3. The students‟ perception toward higher order thinking skills (HOTS) used by English teacher in creating.
Students' perceptions toward higher order thinking skills (HOTS) used by English teacher in the third level were creating those collected in the third part. The following were some statements that students have responded to.
Item 15
Table 4.17 “The teacher give me opportunity to express my opinion about the material being studied”.
No. Opinion Frequency Percentage (%)
1. Strongly Agree 7 23.33
2. Agree 11 36.67
3. Undecided 12 40
4. Disagree - -
5. Strongly Disagree - -
Total 30 100
The table above shows that 7 (23.33%) out of student choose strongly agree (SA), 11 (36.67%) choose agree (A), 12 (40%) choose undecided (U), none choose disagree (D) and strongly disagree (SD).
Some students agree that if the teacher gives them an opportunity to express their opinion about the material being studied, like this item.
Item 16
Table 4.18 “I am able to answer the question based on my own perspective”.
No. Opinion Frequency Percentage (%)
1. Strongly Agree 6 20
2. Agree 10 33.33
3. Undecided 13 43.33
4. Disagree 1 3.33
5. Strongly Disagree - -
Total 30 100
The table above shows that 6 (20%) out of student choose strongly agree (SA), 10 (33.33%) choose agree (A), 13 (43.33%) choose undecided (U), 1 (3.33%) choose disagree (D) and none choose strongly disagree (SD). It means that some students agree that they can answer the question based on their own perspective which means very good for them.
Item 17
Table 4.19 “I am able to provide input, feedback and criticism when asked by the teacher”.
No. Opinion Frequency Percentage (%)
1. Strongly Agree 7 23.33
2. Agree 7 23.33
3. Undecided 11 36.67
4. Disagree 5 16.67
5. Strongly Disagree - -
Total 30 100
The table above shows that 7 (23.33%) out of student choose strongly agree (SA), 7 (23.33%) choose agree (A), 11 (36.67%) choose undecided (U), 5 (16.67%) choose disagree (D) and none choose strongly disagree (SD). Some students are still unable to provide input, feedback, and criticism when ask by the teacher. This is evidenced by the large of students who still undecided and disagree with this item.
Item 18
Table 4.20 “I am able to express my own opinion”.
No. Opinion Frequency Percentage (%)
1. Strongly Agree 10 33.33
2. Agree 10 33.33
3. Undecided 8 26.67
4. Disagree 2 6.67
5. Strongly Disagree - -
Total 30 100
The table above shows that 10 (33.33%) out of student choose strongly agree (SA), 10 (33.33%) choose agree (A), 8 (26.67%) choose undecided (U), 2 (6.67%) choose disagree (D) and none choose strongly disagree (SD). Most of the students agree about this item. It means that they can express their own opinion.
Item 19
Table 4.21 “I am able to explain again the material that had been learned”.
No. Opinion Frequency Percentage (%)
1. Strongly Agree - -
2. Agree 13 43.33
3. Undecided 11 36.67
4. Disagree 6 20
5. Strongly Disagree - -
Total 30 100
The table above shows that none of student choose strongly agree (SA), 13 (43.33%) choose agree (A), 11 (36.67%) choose undecided (U), 6 (20%) choose disagree (D) and none choose strongly disagree (SD). It means that some students are still undecided to explain again the material that they had been learned.
Item 20
Table 4.22 “I am able to conclude an opinion from my own perspective”.
No. Opinion Frequency Percentage (%)
1. Strongly Agree 5 16.67
2. Agree 9 30
3. Undecided 15 50
4. Disagree 1 3.33
5. Strongly Disagree - -
Total 30 100
The table above shows that 5 (16.67%) out of student choose strongly agree (SA), 9 (33.33%) choose agree (A), 15 (50%) choose undecided (U), 1 (3.33%) choose disagree (D) and none choose strongly disagree (SD). Some students still undecided to conclude an opinion from their own perspective. It means that making conclusions is still considered difficult for some students.
From 30 students total score of questionnaire is 2261 and total numbers of the table are 20. So, the mean score:
̅ = ∑ X = X = 75
The calculation above shows that the mean score of the students‟
perception toward higher order thinking skills used by English teacher is 75. It indicates that students show high interest that higher order thinking skills (HOTS) are important to be applied in the learning process.
B. Disscussion
This research was conducted in SMA Negeri 2 Wajo with the sample eleven grade. The objective of the research was to know the students‟ perception toward the implementation of higher order thinking skills (HOTS) used by the teacher in learning.
The questionnaire above was to know the students‟ perception toward the implementation of higher order thinking skills (HOTS) by the teacher in learning, in this case how students are able to analyze, evaluate and create new ideas in the learning process. In the learning process, teachers can direct and build students' higher-order thinking skills by applying the right strategies, models and methods to make students focus so students are able to grow higher-order thinking skills in themselves.
As Mitri (2016) said that to build higher-order thinking skills in students, the most appropriate strategy used in learning activities is the inquiry strategy. The inquiry strategy emphasizes the ability to think critically and analytically. In the inquiry strategy, the learning methods applied were discussion, assignment, experimentation, question, and answer.
Then, to build higher-order thinking skills in students, the most appropriate learning model to use was the problem-based learning (PBL).
Through the PBL model, students were expected to be able to solve problems in learning.
So, the efforts that can be made by the teacher to be able to stimulate and foster student activity in thinking are through group discussion activities, questions and answers, and the provision of certain questions to be solved together then the teacher can give students the opportunity to respond or provide input and criticism of what that has been learned. Thus students not only have the skills to memorize something from the material that has been given, but students are also able to analyze, evaluate and then create new things related to the material that has been learned.
As we know, in higher order thinking skills there are three levels namely analyzing, evaluating and creating new things in the form of ideas that have never been found before. The analysis itself is the process of breaking down material into its constituent parts, determining how the parts are related to each other and the process of this category includes cognitive processes to distinguish, organize, and connect. Analyzing can make it easier for students to find new information from the opinions of others and from other sources. That means that the application of learning based on higher order thinking skills can improve students' ability to analyze information or problems encountered in learning activities.
Then evaluating is a cognitive process that involves making judgments based on criteria and standards. The evaluation category includes the cognitive process of examining decisions taken based on internal criteria and criticizing decisions taken based on external criteria.
Evaluating can enable students to be able to express opinions or criticisms of information obtained through friends or other sources. However, sometimes students still feel shy and hesitant to express their opinions or criticisms. This is likely due to the lack of opportunities for students to express their opinions.
Finally, creating is a cognitive process that involves the union of elements to form a coherent or functional whole; namely rearranging elements into new structural patterns. To achieve this goal, many students create information or material to create something new. Because they are accustomed to finding information themselves, students will also be able to choose and sort out which ones should be taken and which are not. So students can easily create new things from the information they have obtained before.
This research is relevant from Yen and Halili (2015) ". Effective Teaching of Higher-Order Thinking (HOT) in Education ". It was concluded that to develop and enhance students' HOT has been a major educational goal. As a matter of fulfilling a national aspiration in education, the role of teachers in inculcating HOT is another important aspect of HOT teaching effectively.
Higher Order Thinking Skills (HOTS) is the ability to think that is not just remembering, restating, and also referring without doing processing, but the ability to think about information critically, creatively and able to solve problems. Higher order thinking involves the learning of
complex judgmental skills such as critical thinking and problem solving.
Higher order thinking is more difficult to learn or teach but also more valuable because such skills are more likely to be usable in novel situations.
Learning based on higher order thinking skills will be very beneficial for students because in the 2013 curriculum learning students are expected to be able to have higher level thinking skills. Its application in learning can be done by directing students to make mind mapping, often asking questions, compiling daily notes, and other activities. This can train students to think more critically in doing something so that they will be trained to solve problems by themselves.
The application of high-level thinking skills has a great influence in the learning process. This is evidenced by the results of the questionnaire average score of 75. This means that learning based on higher-order thinking skills has a lot of influence on student learning outcomes such as, they are trained to be able to process the information they already know with new information that they can then make your own conclusions.
Although students show that the application of higher order thinking skills in learning activities has a great influence on their learning outcomes, still the teacher's role is also very important in the application of higher level thinking skills in learning.
49 CHAPTER V
CONCLUSION AND SUGGESTION
This chapter consists of two sections, the first section deal with the conclusion on the findings of the research and the other one deal with the suggestion.
A. Conclusion
Based on the findings and discussion in the previous chapter, the researcher drew a conclusion:
The eleventh-grade students of SMA Negeri 2 Wajo had a positive perception of higher-order thinking skills used by English teacher. The mean score of the student questionnaire is 75 which means that most of the students agree with learning that is based on high-level thinking skills used by English teachers.
The implementation of higher-order thinking skills by the teacher has a considerable influence on student learning outcomes, namely students can practice their ability to analyze new information and relate it to information they already have which they later re-evaluate and combine to create new things that are different from the previous. Students will also get used to facing questions that require higher-order thinking skills. The most important thing is students feel comfortable and not bored with the learning methods used by the teacher.
B. Suggestion