Puput Sabrina Wulandari. K2219066. First Supervisor: Prof. Dr. Joko Nurkamto, M.Pd. Second Supervisor: Sri Haryati, S.Pd., M.Pd. “USING REVISED BLOOM’S TAXONOMY TO EVALUATE HIGHER ORDER THINKING SKILLS (HOTS) IN READING COMPREHENSION QUESTIONS IN OFFICIAL HIGH SCHOOL ENGLISH TEXTBOOK.” Thesis, Surakarta: Teacher Training and Education Faculty of Universitas Sebelas Maret, July 2023.
The objectives of this study are: (1) To identify what kind of reading comprehension questions are classified as HOTS in Bloom's Taxonomy in the official high school English textbook. (2) To determine the percentage of reading questions in high school English textbook designated as HOTS. (3) To determine Bloom's Taxonomy's most dominant question levels in HOTS. This study is qualitative research in the form of content analysis. The data consists of reading comprehension questions from the tenth-grade English textbook "Pathway to English Phase E," published by Erlangga. Additionally, data was collected and examined through document analysis using the interactive model proposed by Miles, Huberman, and Saldana (2014). The result of this study shows that the reading questions in the Pathway to English textbook encompass five of the six cognitive levels. The textbook analysis provides detailed insights into classifying reading questions as Higher Order Thinking Skills (HOTS) within the Revised Bloom's Taxonomy. These questions, categorized into HOTS questions, enhance students' abilities to analyze information, evaluate critically, and integrate ideas to understand various topics comprehensively. The proportion of reading questions in HOTS (Higher Order Thinking Skills) is higher compared to LOTS (Lower Order Thinking Skills). This means this textbook focused significantly on higher-order thinking skills (HOTS) in the English textbook, representing 55.94% of the questions compared to reading questions, which fall under low-level thinking skills, at 44.06%. According to the analysis, Analyzing is the most prevalent higher-order thinking skill (HOTS) level, comprising 27.27%. The researcher suggests that teachers add HOTS questions and evenly apply all cognitive levels in Bloom's Taxonomy for students to encourage the development of comprehensive higher-order thinking skills and improve students' cognitive abilities.
