Abstract
This study analyzes an English Course textbook entitled Symphony to find out to what extent higher and lower order level thinking is used in the reading tasks. The questions central in this study are: how the composition and to what extent are reading tasks on the Symphony 1 Course Book for Senior High School contribute to build students’ Higher Order Thinking Skill? This descriptive qualitative research also adopted the cognitive process of Revised Bloom’s Taxonomy as the instrument. Cognitive levels used for this research were remembering, understanding, applying, analysing, evaluating and creating. Then, the researcher calculated the percentage and frequencies the cognitive level appearances from the total questions analysed. Then questions indicated of HOTS were analysed again by using instruments from Keshta and Sheif (2013) to know the variety of questions found in the textbook. The results showed that Lower Order Thinking Skills (LOTS) dominate the reading tasks of the textbook. It shows LOTS were found 63% while HOTS 37%. It can be concluded that HOTS dominate the textbook which discourages students to think critically. Based on the findings, it is recommended that textbook writers need to advance HOTS in order to develop students’ critical thinking skills.
Highlights
Antara (2019) reported Indonesian students have poor literacy; as indicated in PISA (Programme for International Student Assessment)
AND DISCUSSION The data for this research was gathered by analyzing the reading tasks from The Symphony 1
Questions indicated HOTS were analyzed again by using the tools from Keshta and Sheif (2013). It intended to know the variety of HOTS in the reading tasks
Summary
Antara (2019) reported Indonesian students have poor literacy; as indicated in PISA (Programme for International Student Assessment). Antara (2019) reported that Makarim, the current Indonesian Minister of Education and Culture, stated that Indonesian students’ PISA scores of reading were low in 2018. The Minister noted that PISA’s report was critical to give perspective for Indonesia Education. Lifelong learning could be built from reading because students would learn almost all materials from reading (PISA for Development Reading Framework, 2018). The PISA score of reading in Indonesia is still low. Only 30% of students from Indonesia attained at least level 2 proficiency in reading (PISA for Development Reading Framework, 2018). 77% of students from OECD (Organization Co-operation and Development) achieved at least level 2 proficiency in reading
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