Analyzing HOTS Labeled Questions in An EFL Fifth Grade Elementary School Textbook

Galang Adhitia Mahardhika; Yanty Wirza; Faksi Rana Al-Kahfi; Ahmad Dindang Mababaya

doi:10.21093/ijeltal.v10i1.1983

Analyzing HOTS Labeled Questions in An EFL Fifth Grade Elementary School Textbook

Galang Adhitia Mahardhika, Yanty Wirza, Faksi Rana Al-Kahfi, Ahmad Dindang Mababaya

Abstract

The textbook used for fifth grade elementary students in an elementary school in Kuningan, West Java claims to offer Higher Order Thinking Skill (HOTS) questions on the cover of the textbook and some questions have been labeled as HOTS questions. This research investigated the validity of this claim, analyzing the levels of cognitive domain of each question to determine whether the labeled questions are truly HOTS questions or Lower Order Thinking Skills (LOTS) questions. This study conducted qualitative research with document analysis of HOTS labeled questions in the textbook entitled â€œModul Pembelajaran Bina Prestasi Bahasa Inggris Kelas 5 Untuk SD/MI'' published by CV Larassukma which were analyzed using a revised Bloomâ€™s taxonomy framework. Additionally, an interview with a fifth grade English teacher was conducted to explore the teacher's perspective regarding the HOTS questions in the textbook. The results revealed that most labeled HOTS questions are in fact LOTS questions (90.9%), with a majority covering Remembering (C1), followed by Understanding (C2), and Applying (C3). Only two questions were qualified as HOTS, particularly Creating (C6) questions (9.1%). The teacher's perspective mirrored these findings, indicating the inconsistency between the textbook's claims with its actual content, also discussing the textbookâ€™s effectiveness and the teacherâ€™s approach for implementing HOTS in the classroom. This study provides valuable insights for teachers, curriculum designers, textbook creators, and publishers, emphasizing the need for accurate representation of HOTS in educational materials to enhance the quality of future education.

Keywords

Bloomâ€™s Taxonomy, EFL Textbook, Higher Order Thinking Skill (HOTS), Lower Order Thinking Skills (LOTS)

Full Text:

PDF

References

Abosalem, Y. (2016). Assessment Techniques and studentsâ€™ higher-order thinking skills. International Journal of Secondary Education, 4(1), 1-11. https://doi.org/10.11648/j.ijsedu.20160401.11

Airasian, P W. & Russell, M K. (2008). Classroom Assessment: Concepts and Applications 6th Ed. New York: McGraw-Hill.

Anderson, L. & Krathwohl, D. (2001). A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloomâ€™s Taxonomy. New York: Longman Publishing.

Ariawan, S., Kholidi, M. A., & Putra, M. (2023). The Level of Thinking Skills in the Reading Section of EFL Textbook in Indonesia. VELES: Voices of English Language Education Society. 7(1), 117â€“125. https://doi.org/10.29408/veles.v7i1.7672

Arlansyah, A., Puspita, H., & Saputra, E. (2023). Reading Questions in" English for Nusantara" Textbook by Using Revised Bloom's Taxonomy. Journal of English Education and Teaching, 7(2), 361-375.

Ary, D, et.al. (2010). Introduction to Research in Education. New York: Wadsworth Cengage Learning.

Bloom, B.S. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive domain. New York: Longman.

Creswell, J. W. (2007). Qualitative inquiry & research design. California: SAGE Publications.

Creswell, J. (2012). Educational Research: Planning, Conducting and Evaluating Qualitative and Quantitative Research (4th ed.). Boston: Pearson Education Inc.

Dabbagh, A., & Safai, A., (2019). Comparative Textbook Evaluation: Representation of Learning Objectives in Locally and Internationally. ELT Textbooks issues in Language Teaching (ILT), 8(1). 249-277. https://doi.org/10.22054/ilt.2020.48071.440

De Groot, A. M. (1997). The cognitive study of translation and interpretation: Three approaches. London: Sage Publication.

Fraenkel, J., Wallen, N., & Hyun, H. (2018). How to design and evaluate research in education (10th) ed.). McGraw-Hill.

Gautam, G. R. (2015). Teaching English to Young Children. Journal of NELTA Surkhet, 4, 26â€“33. https://doi.org/10.3126/jns.v4i0.12857

Gubrium, J. F. & Holstein, J. A. (Eds.). (2002). Handbook of Interview Research: Context and Method. Thousand Oaks, CA: Sage.

Hasanah, H. (2017). Teknik-teknik observasi (sebuah alternatif metode pengumpulan data kualitatif ilmu-ilmu sosial). At-Taqaddum, 8(1), 21-46. https://doi.org/10.21580/at.v8i1.1163

Hertiki. (2019). Evaluating The English Textbook for Young Learners. Journal of English Teaching Adi Buana. 4(1), 25-34. https://doi.org/10.36456/jet.v4.n1.2019.1882

Hutchinson, T., & Torres, E. (1994). The Textbook as Agent of Change. ELT Journal. 48, 315-328. https://doi.org/10.1093/elt/48.4.315

Kelly, M. (2014). Bloomâ€™s taxonomy in the classroom. Retrieved from http://712educators.about.com/od/testconstruction/p/bloomstaxonomy.htm

Keshta, A. S., & Seif, A. (2013). Evaluating the Higher Order Thinking Skills in Reading Exercises of English for Palestine Grade Eight. Asian Journal of Education and E-Learning, 1(1).

Peterson, D., Kromrey, J., Borg, J., & Lewis, A. (1990). Defining and Establishing Relationships between Essential and Higher Order Teaching Skills. The Journal of Educational Research, 84(1), 5-12.

Putriani, J. D., & Hudaidah, H. (2021). Penerapan Pendidikan Indonesia Di Era Revolusi Industri 4.0. Edukatif: Jurnal Ilmu Pendidikan, 3(3), 830-838. https://doi.org/10.31004/edukatif.v3i3.407

Rahim, M. N., Mohammadi, T., & Hashemi, A. (2021). A Critical Evaluation of the Twelfth Grade English Language Textbook for Afghanistan High Schools. Elsya: Journal of English Language Studies, 3(2), 67â€“77. https://doi.org/10.31849/elsya.v3i2.6295

Reed, A. J. S., Bergemann V. E., & Olson Mary W. (1998) In the Classroom: An Introduction to Education. New York: McGraw-Hill.

Retnawati, H., Djidu, H., Kartianom, Apino, E., & Anazifa, R. D. (2018). Teachersâ€™ knowledge about higher-order thinking skills and its learning strategy. Problems of Education in the 21st Century, 76(2), 215-230.

Richards, J. C. (2001). The Role of Textbooks in a Language Program. Cambridge, UK: Cambridge University Press.

Sihombing, I, F, C., & Fitrawati. (2023). An Analysis of Higher-Order Thinking Skill Questions in Reading Exercises of Pathway to English (2022 Edition) for the Tenth Grade of Senior High School. Journal of English Language Teaching. 12(2), 537-536.

Singh, R. K. V., & Shaari, A. H. (2019). The analysis of Higher-Order Thinking skills in English reading comprehension tests in Malaysia. Geografia Online Malaysian Journal of Society and Space, 15(1), 12-26.

Sulaiman, T., Muniyan, V., Madhvan, D., Hasan, R., & Rahim, S. S. A. (2017) Implementation of higher order thinking skills in teaching of science: A case study in Malaysia. Selangor: International Research Journal of Education and Sciences (IRJES), 1(1), 1-3.

Tomlinson, B. (2011). Materials development in language teaching (2nd ed.). Cambridge University Press.

VirranmÃ¤ki, E., Valta-Hulkkonen, K., & Pellikka, A. (2020). Geography tests in the Finnish Matriculation Examination in paper and digital formsâ€“An analysis of questions based on revised Bloomâ€™s taxonomy. Studies in Educational Evaluation, 66, 100896. https://doi.org/10.1016/j.stueduc.2020.100896

Vygotsky, L. S., & Cole, M. (1978). Mind in society: Development of higher psychological processes. Harvard University Press.

Wale, B. D., & Bogale, Y. N. (2021). Using inquiry-based writing instruction to develop studentsâ€™ academic writing skills. Asian-Pacific Journal of Second and Foreign Language Education, 6(1).

Widana, I. W. (2017). Modul penyusunan soal higher order thinking skill (HOTS). Direktorat Pembinaan SMA Ditjen Pendidikan Dasar Menengah. Jakarta.

DOI: http://dx.doi.org/10.21093/ijeltal.v10i1.1983

Refbacks

There are currently no refbacks.

IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) by http://ijeltal.org is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.