Higher-Order Thinking Skill (HOTS) on Reading Comprehension Tasks of Diktat Bahasa Inggris

Intan, Agustiani (2021) Higher-Order Thinking Skill (HOTS) on Reading Comprehension Tasks of Diktat Bahasa Inggris. Skripsi thesis, IAIN Purwokerto.

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Abstract

Indonesia is yet ranked the 72nd among the 77th OECD (the Organization for Economic Co-operation and Development) countries which obtains the lower reading score based on PISA (Programme for International Student Assessment) in 2019. A basic presumption is that higher-order thinking skill (HOTS) levels have become a major theme in educational objectives. Reading comprehension task based on HOTS levels is one of an essential effort to construct the student’s grasp of the reading context besides the role of the subject teacher in utilizing teaching media. One of the teaching media that can be utilized by the subject teacher is diktat. Diktat is probably inconspicuous learning-teaching medium in the general public despite its renown among the teachers who want to obtain a promotion. Yet the subject teacher should check the distribution of reading comprehension tasks based on HOTS levels in the diktat to support the student’s learning outcomes and educational objectives. This research aims to identify and analyze the distribution of reading comprehension tasks based on HOTS levels (analyze (C4), evaluate (C5), create (C6)) in the diktat Bahasa Inggris. The researcher utilized the content analysis method and a qualitative data approach since the data formed of the words and diktat’s activities. The data were collected from analysis cards and checklist tables which included compiling, disassembling, reassembling, interpreting, and conclusion processes. Yet this research is in agreement with the revised Bloom’s Taxonomy by Anderson and Krathwohl. The result presented that the distribution of reading comprehension tasks based on HOTS levels obtained 19 tasks (32,2%) out of 59 general reading tasks. The dominant HOTS levels are placed by analyze (C4) level (13 tasks or 22,03%), followed by evaluate (C5) level (5 tasks or 8,47%), and create (C6) level (1 task or 1,69%). Keywords: Reading Comprehension Tasks, Diktat, Higher Order Thinking Skill Levels.

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