Insufficient Higher Order Thinking Skill in Reading Comprehension Exercises of an English Language Textbook

Gracia Putri Dewayani(1*), Ngadiso Ngadiso(2), Teguh Sarosa(3),

(1) Sebelas Maret University
(2) Sebelas Maret University
(3) Sebelas Maret University
(*) Corresponding Author




DOI: https://doi.org/10.26858/eltww.v7i2.14476

Abstract


Higher order thinking skill (HOTS) is an important outcome standard of higher education in any discipline. Accordingly, English language textbook should present higher order thinking questions to promote students’ higher order thinking skill. The aim of this research is to analyze the extent to which the higher order thinking skill (HOTS) and the indicators of reading skill are assessed in the reading comprehension exercises. This research used the descriptive analytical method of research, which refers to content analysis. The data are analyzed based on revised Bloom’s taxonomy and reading skill indicators. The findings reveal that: (1) HOTS in the reading comprehension exercises questions only includes analyzing skill and evaluating skill while creating skill is not found; and (2) the indicators of reading skill are not fully assessed from the questions in the reading comprehension exercises in English language textbook for twelfth grade students by Indonesian Ministry of Education and Culture. The textbook only assesses topic, explicit meaning, and implicit meaning indicators. Students will not achieve higher order thinking skill and reading skill excellently if they only practice reading comprehension exercises from the textbook.


Keywords


higher order thinking skill; reading skill; textbook; content analysis

Full Text:

PDF

References


Airasian, Peter W. and Russell, Michael K. (2008).Classroom Assessment: Concepts and Applications. Boston: McGraw-Hill. 6th Ed.

Al Raqad, Yahya. and Ismail, Hanita. (2018). Analyzing the Reading Questions of AP12 Textbook According to Bloom’s Taxonomy. International Journal of Education, Psychology and Counselling 3 (22), 84-94.

Alderson, J.C. (2000). Assessing Reading. New York: Cambridge University Press.

Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. New York: Longman.

Assaly, Ibtihal R. and Smadi, Oqlah M. (2015). Using Bloom’s Taxonomy to Evaluate the Cognitive Levels of Master Class Textbook’s Questions. English Language Teaching Journal 8(5), 100-110.

Blything, Liam. (2019). Question Asking During Reading Comprehension Instruction: A Corpus Study of How Question Type Influences the Linguistic Complexity of Primary School Students’ Responses. Reading Research Quarterly 0(0), 1-30.

Brookhart, M. (2010). How to Asses Higher-Order Thinking Skills in Your Classroom. Alexandria: ASCD Member Book.

Burmeister, L. E. (1974). Reading Strategies for Secondary School Teachers. MA:

Addison-Wesley.

Chalak, Azizeh. and Mizbani, Maryam. (2017). Analyzing Reading and Writing Activities of Iranian EFL Textbook Prospect 3 Based on Bloom’s Revised Taxonomy. Journal of Appplied Linguistics and Language Research 4 (2), 13-27.

Cunningsworth, Alan. (1998). Choosing Your Coursebook. Oxford: Macmillan Publisher.

Daiek, Deborah and Anter, Nancy. (2004). Critical Reading for College and Beyond. Boston: The McGraw-Hill Companies.

Djiwandono, M. Soenardi. 2008. Tes Bahasa: Pegangan bagi Pengajar Bahasa. Jakarta: Indeks.

Grabe, William. (2009). Reading in a Second Language. New York: Cambridge University Press.

Grellet, Francoise. (1998). Developing Reading Skills: A Practical Guide to Reading Comprehension Exercises. Cambridge: Cambridge University Press.

Harmer, Jeremy. (1996). The Practice of English Language Teaching. New York: Longman Publishing.

Hsieh, H. F. & Shannon, S. E. (2005). Three Approaches to Qualitative Content Analysis. Qualitative Health Research,15 (9), 1277-1288.

Johnson, P. A. (2008). Teaching Reading and Writing (A Guidebook for Tutoring and Remediating Students). New York: Rowman & Littlefield Publishers, Inc.

Marier, R. (2000). Reading Comprehension Techniques for Improving Students' Success in Extracting Useful Knowledge from Text. New Jersey: Pearson Education, Inc.

Maulia, Kembara, et.al. (2018). Research-based Lectures to Improve Students' 4C (Communication, Collaboration, Critical Thinking, and Creativity) Skills. Advances in Social Science, Education and Humanities Research (306), 22-26.

Mayer, Richard. (2002). Theory Into Practice: Rote Versus Meaningful Learning. New York: The H. W. Wilson Company

Nunan, David. (2003). Language Teaching Methodology. London: Prentice Hall International.

Pearson, P. D. & Johnson, D. D. (1972). Teaching Reading Comprehension. New York: Holt, Rinehart & Winston.

Resnick, L. (1987). Education and Learning to Think. Washington, DC: National

Academy Press.

Richards, Jack C. (2001). Curriculum Development in Language Teaching. Cambridge: Cambridge University Press.

San, Kaung Myat. (2019). The Thinking Levels Demanded in Reading Activities in The Coursebook Global A2+. International Journal of Education and Research 7 (5), 23-36.

Simanjuntak, E. G. (1988). Developing Reading Skill for EFL Students. Jakarta: Departemen Pendidikan dan Kebudayaan.

Sukiman. (2012). Pengembangan Sistem Evaluasi. Yogyakarta: Insan Madani.

Ulum, O. G. (2016). A Descriptive Content Analysis of the Extent of Bloom’s Taxonomy in the Reading Comprehension Questions of the Course Book Q: Skills for Success 4 Reading and Writing. The Qualitative Report, 21 (9), 1674-1683.

Ur, Penny. (2009). A Course in Language Teaching: Practice and Theory. Cambridge: Cambridge University Press.


Article Metrics

Abstract view : 131 times | PDF view : 13 times

Refbacks





 

English Language Education

Graduate Program

State University of Makassar

 

INDEXING

 

     

 

   

p-ISSN: 2303-3037

e-ISSN: 2503-2291

View My Stats

Creative Commons License
ELT Worlwide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.