INTRODUCTION
Background
They focus too much on good conversation while paying attention to their reading comprehension skills. Some students find it difficult to read because they live in an area where English is widely used as the target language in the society in which they live. The students felt this way because they did not know which method to use when teaching reading comprehension.
In line with the problems faced by students and teachers in SMP Negeri 1 Cina, the school knows how the government has emphasized the use of HOTS in the classroom, but in most of the teachers' views, implementing HOTS is not an easy things to do. . Not only must the teacher create a good atmosphere in the classroom, but the teacher must change the way students think, allow students to adapt quickly, regardless of method. As Indonesians learn English as a foreign language, this study focuses on how HOTS is used in the learning process.
Since Bloom introduced his taxonomy, HOTS can be used to implement in the learning process to improve student achievement. Finally, as a teacher, this research implemented higher order thinking skills (HOTS) in the learning process of EFL students and experienced the consequences of whether HOTS affects students' English, especially reading comprehension.
Research Questions
As Alsowat (2016) says, another goal of implementing HOTS is to make the language relevant to students by making them think in their own way. This is a more effective way for students to understand the meaning of words and use them in different situations. What are the differences between those who are taught by implementing HOTS and those who do not.
Objectives of the Research
Significance of the Research
Scope of the Research
Thamrin (2019) titled “Developing Higher Order Thinking Skills (HOTS) For Reading Comprehension Enhancement” focused on developing reading comprehension learning materials by implementing HOTS in the classroom. In this study, teaching reading comprehension using Higher Order Thinking Skill (HOTS) is an independent variable. In this case, the reading comprehension test was the pre- and post-test that are compared at the end of the study.
Classification of students' reading comprehension scores from the pre-test. and post-test using the scale below. The application of higher-order thinking skills in teaching reading comprehension to English language learners is suggested. Using Bloom's Taxonomy Revised to Assess Higher Order Thinking Skills (HOTS) in Reading Comprehension Questions of Year X Secondary School English Texts.
Thai students' L2 level of reading comprehension for lower-order thinking skills and higher-order thinking skills questions. You are foolish,' the monkey said to the crocodile, 'Now I am free and you have nothing.' The monkey told the crocodile not to fool him again.
REVIEW OF RELATED LITERATURE
Previous Research Related Findings
Kurniawati and Mursyid (2019) said that there are many teachers who have admitted that using HOTS in EFL classrooms is not an easy task. This study focused on teachers' use and evaluation of HOTS in EFL teaching. The conclusion of this study is that many teachers lack understanding and experience in creating lesson plans based on reasoning skills that are appropriate for basic skills.
Indriyana & Paulus Kuswandono (2019) conducted a study to describe teachers' strategies in developing HOTS for teaching reading skills and teachers' challenges in developing strategies for teaching reading skills using HOTS. Atiullah, Fitriati, and Rukmini (2019) in their research on HOTS in reading comprehension based on the Grade X English textbook found that the Grade X English textbook published by the Ministry of Education revised edition 2017 it is not enough to promote the student's higher order thinking ability in reading comprehension. Ariani (2020) used a correlational design in her research to find a correlation between HOTS and reading comprehension.
There are many studies on HOTS and EFL, but previous studies have focused on young and adult learners, but this study takes the middle between them to make them more neutral. This study focuses on how students can improve their use of HOTS in reading classes through problem-solving questions.
Some Pertinent Ideas
According to Alexander (1977), comprehension is a type of reading in which the reader actively internally constructs meaning as a result of engaging with the content they are reading. While, according to Khoriyah (2010), reading comprehension is a cognitive process in which readers become aware of a concept, understand it in terms of their own personal experiences, and interpret it in light of their own goals and intentions. In addition, reading comprehension is the process of constructing meaning by connecting information from a text with prior knowledge.
Reading comprehension therefore means constructing the meaning of what readers read by combining with readers' prior knowledge. RRSG begins by defining reading comprehension as the simultaneous process of extracting and creating meaning from written language through interaction and participation. These three dimensions (reader, text, activity) create a phenomenon that occurs within a broader sociocultural context, in which the reader shapes and is shaped by the reader, and in which each of the three aspects interacts with each other.
EFL, as defined by Al-Qahtani (2021), is the environment in which learners learn language in a foreign environment that is not English, such as Chinese students studying English in China or Japanese students learning English in Japan. The ESL environment, on the other hand, is studying English in an English-speaking environment, such as the United States, Britain, or Australia.
The Concept of Method
According to Richland et al. Constructive thinking is used to make inferences and solve problems that require prior knowledge. In short, higher order thinking skills are the higher level way to think about something and solve it in a critical way. Teachers are generally excellent at 'reasonable thinking', but without careful planning they are more likely to ask recall questions than higher order questions.
Similarly, if conversations aren't designed with a learning goal of higher-order thinking in mind, they can go off the rails. Students should be aware of the key characteristics that define the higher-order thinking skills they use. Students are unlikely to develop higher-order thinking skills without this limited, temporary instruction; however, too much scaffolding can be as harmful as not enough.
The development of higher-order cognitive skills can be impaired by too much or too little support. Higher order thinking skills include the ability to solve problems (problem solving), critical thinking skills (critical thinking), creative thinking (creative thinking), the ability to reason (reasoning) and the ability to make decisions (decision making).
Conceptual Framework
Siswa memperhatikan fungsi sosial, struktur teks dan unsur kebahasaan teks deskriptif pendek dan sederhana tentang. Secara berpasangan, siswa saling menganalisis teks deskriptif dengan fokus pada fungsi sosial, struktur, dan unsur kebahasaan. Siswa memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan teks deskriptif pendek dan sederhana tentang manusia.
RESEARCH METHOD
Research Method
The purpose of this method is to test the effect of a variable on other variables or to test the causal relationship between one variable and another. The variety of quasi-experimental design can be divided into two main categories, namely post-test only design and pre-test and post-test design.
Research Design
Population and Samples of the Research
The criteria were students who can commit to being always present in the classroom as role models, and students who can participate in research in an orderly manner. This research, with the help of an English teacher, selected 23 students of class C as the sample for the experimental class and 22 students of class B as the control class.
Variable Research
Data Collection Techniques
Another reason for choosing these 2 classes was that they both had similar English skills compared to another class. Students are given a question based on higher order thinking skills, most of which are asking inferential questions. A post-test was necessary as this research wanted to find out the performance of students in learning reading comprehension after doing a treatment in the experimental class.
This test was also given to the control class to see the final result of this research.
Research Instrument
Data Analysis Technique
FINDING AND DISCUSSION
Findings
The data were obtained from the pre- and post-test of the samples, which consisted of twenty multiple-choice questions. The experimental class received a treatment of implementing higher order thinking skills (HOTS) in the classroom and problem-based learning (PBL) as a learning method, while the control class received a conventional method using discovery learning. 84 students of 8th grade of SMP Negeri 1 Cina were divided into 2 groups, they are experimental class (class C) with 23 students and 22 students in control class (class B).
In order to see the average score of the pre-test and post-test of the experiment lesson, this study used SPSS 25. Based on the above graph, most of the students tend to have an increase in the post test score to experience. The students' average score increased from 48.04 to 71.09, which means that the students' reading comprehension increased to 32.42%.
In the pretest, there were no students who were classified as good or very good. The existence of an influence of HOTS on reading comprehension was also confirmed by the output data from the paired sample t-test. In SPSS 25, sig (2-tailed) that is less than or lower than 0.05 means that students' learning results in reading comprehension.
The result of the paired sample t-test in SPSS 25, which can be seen in Appendix D, clearly showed that the value of sig (2-tailed) is 0.000. This proves that there is a difference between the experimental class (HOTS) and the control class (conventional). In order to determine the differences between the reading comprehension of students in the experimental and control classes, this research shows descriptive statistics from the pre-test and post-test of the two classes.
The second difference can be proven from the score classification, the table can be seen in appendix D. Although both classes experienced an increase, 29.6% of the experimental class managed to occupy the good score category while only 3.7% student passed in the control class. . So it means that Ha is accepted and Ho is rejected, there is a difference between those who are taught with HOTS and those who are taught with conventional one.
Discussion
CONCLUSION AND SUGGESTION
Conclusion
Suggestion
