Students’ Reading Competency on High Order Thinking Items in The Junior High Schools
DOI:
https://doi.org/10.23887/jere.v4i3.27621Keywords:
Reading competency, Critical reading, Higher Order Item, Quantitative researchAbstract
The aimed of this study was to describe and compare the students’ reading competency in answering high order thinking items across classes, text genres, and reading indicators. In the present study, critical reading is defined as reading for comprehension of high-order-thinking items which are focused on the four indicators of reading competency, namely: main idea, specific ideas, textual references, and word meanings. This research was conducted quantitatively and focus on year seven students. To reach such purpose, a purposive sampling technique was used to choose the sample. The subjects of this study were 238 students. The instruments used to collect the data was a Reading Competency Test. The collected data were analysed quantitatively and interpreted descriptively. The first finding of this research shows that the level of the students’ reading competency in answering high order thinking items are categorized weak or low level on both the descriptive texts and recount texts which is the descriptive text and finding main idea are the highest mean score. The second finding shows that there is no significant difference of students’ reading competency in answering high order thinking items across classes, text genres, and reading indicators which is analysed by using One Way ANOVA with significant score is 0.054. > 0.05, thus Ho is accepted and H1 is rejected. The result of the study is an important information about the students’ reading competency in answering HOTS items. it is necessary to do next research in order to design future effective educational strategy or educational policy in learning.
References
Al Nazhari, H., Delfi, S., & K, S. (2016). A study on English reading habits of students of English Study Program of Riau University. 3(2), 1–8. https://jom.unri.ac.id/index.php/JOMFKIP/article/view/10027
Anderson, L. W. K. (2001). Lorin W. Anderson, David R. Krathwohl - A taxonomy for learning teaching and assessing_ a revision of Bloom`s taxonomy of educational objetives-Longman (2001). In Book1. https://eduq.info/xmlui/handle/11515/18345
Astan, C., & Tamah, S. M. (2015). The Correlation Between Vocabulary Size and the Reading Comprehension of the English Education Department Students. Magister Scientiae, 38, 123–131. https://doi.org/10.33508/mgs.v0i38.788
Bloom. (1983). Taxonomy of Educational Objectives. In Cataloging and Classification Quarterly (Vol. 3, Issue 1). https://doi.org/10.1300/J104v03n01_03
Brookhart, S. M. (1918). How To Assess Higher Order Thinking Skill. In Journal of Education (Vol. 88, Issue 18). https://doi.org/10.1177/002205741808801819
Delfi, S., & Yamat, H. (2017). Extensive Reading in Developing Language Competency for Indonesian EFL Learners Majoring in English. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 1(2), 153. https://doi.org/10.21093/ijeltal.v1i2.20
Fitriana, M. W. (2011). the Effectiveness of Using Summarization Technique in Teaching Reading Comprehension. 11–34. http://repo.iain-tulungagung.ac.id/524/
Ghabanchi, Z., & Behrooznia, S. (2014). The Impact of Brainstorming on Reading Comprehension and Critical Thinking Ability of EFL Learners. Procedia - Social and Behavioral Sciences, 98(May 2014), 513–521. https://doi.org/10.1016/j.sbspro.2014.03.447
Hirsch, E. D. (2003). Reading comprehension requires knowledge - of words and the world. Scientific insights into the fourth-grade slump and the Nation’s stagnant comprehension scores. American Educator, 27, 10–29. http://www.aft.org/pdfs/americaneducator/spring2003/AE_SPRNG.pdf
ilma, F. (2018). Higher Order Thinking Skill Question in Reading Exercises (An Analysis of Reading Exercises in Bright Course Book for the Seventh Grade of Junior Hihg School of 2013 Curriculum, Published by Erlangga in the year of 2016). 1–104. http://eprints.walisongo.ac.id/8364/
Irawati, L. (2014). Critical Thinking in ELT: Theory and Practice. English Teaching Journal : A Journal of English Literature, Language and Education, 2(1), 1–8. https://doi.org/10.25273/etj.v2i1.721
Ita Retno Sari, Ari Nurweni, F. N. (2015). Improving Students’ Reading Comprehension Through Information Gap Technique. 53(9), 1689–1699. https://doi.org/10.1017/CBO9781107415324.004
Kaya, E. (2015). The Role of Reading Skills on Reading Comprehension Ability of Turkish EFL Students The Role of Reading Skills on Reading Comprehension Ability of Turkish EFL Students. ÜNİVERSİTEPARK Bülten, 4(1–2), 37–51. https://www.academia.edu/download/47321179/The_Role_of_Reading_Skills_on_Reading_Comprehension_Ability_of_Turkish_EFL_Students.pdf
Kemdikbud. (2013). Kurikulum 2013 SMP. https://abbah.yolasite.com/resources/KURIKULUM SMP 2013 dan Kompetensi Dasar SMP.pdf
Latifa. (2018a). Reading Competency in Junior High School. Journal of Language Teaching and Research, 369(1), 1689–1699. https://doi.org/10.1017/CBO9781107415324.004
Latifa. (2018b). Teaching Narrative Text by Using Preview, Question, Read, State, and Test (PQRST) Technique. English Education Journal, 9(2), 243–260. https://repository.ar-raniry.ac.id/id/eprint/5351/
Lipson, M. Y. (1982). Learning new information from text: The role of prior knowledge and reading ability. Journal of Literacy Research, 14(3), 243–261. https://doi.org/10.1080/10862968209547453
Nirmala, S. D. (2019). Kemampuan Berpikir Kritis Siswa Kelas Iv Se-Gugus 2 Purwasari Dalam Membaca Pemahaman Melalui Model Fives Dan Model Guided Reading. Dinamika Jurnal Ilmiah Pendidikan Dasar, 10(2), 44–58. https://doi.org/10.30595/dinamika.v10i2.3889
Nourdad, N., Masoudi, S., & Rahimali, P. (2018). The Effect of Higher Order Thinking Skill Instruction on EFL Reading Ability. International Journal of Applied Linguistics and English Literature, 7(3), 231. https://doi.org/10.7575/aiac.ijalel.v.7n.3p.231
Ntereke, B. B., & Ramoroka, B. T. (2017). Reading competency of first-year undergraduate students at University of Botswana: A case study. Reading & Writing, 8(1), 1–11. https://doi.org/10.4102/rw.v8i1.123
OECD. (2016). Country Note – Results from PISA 2015: Indonesia. Oecd, 1–8. https://www.oecd.org/pisa/PISA-2015-Indonesia.pdf
Pourhosein Gilakjani, A., & Sabouri, N. B. (2016). A Study of Factors Affecting EFL Learners’ Reading Comprehension Skill and the Strategies for Improvement. International Journal of English Linguistics, 6(5), 180. https://doi.org/10.5539/ijel.v6n5p180
Pradipta, K. T. D., & Artini, L. P. (2020). The Survey of North Bali Primary School Students’ Attitude Toward EFL. 8(1), 44–52. http://119.252.161.254/e-journal/index.php/jpbi/article/view/3154.
Purnama, Y. I., & Nurdianingsih, F. (2019). The Impact of Higher Order Thinking Skills (HOTS) Instructions in Teaching EFL Speaking Skill from the Perspective of Students’ Motivation. Lingua Cultura, 13(4), 313. https://doi.org/10.21512/lc.v13i4.6105
Renandya, W. A. (2013). Essential Factors Affecting EFL Learning Outcomes. English Teaching, 68(4), 23–41. https://doi.org/10.15858/engtea.68.4.201312.23
Silalahi, R. M. (2017). Assessing University Students’ Critical Thinking Skill by Using the TOEFL ITP Reading Test. Lingua Cultura, 11(2), 79. https://doi.org/10.21512/lc.v11i2.1518
Taglieber, L. K. (2000). Critical reading and critical thinking The State of the Art. Ilha Do Desterro A Journal of English Language, Literatures in English and Cultural Studies, 0(38), 015–037. https://doi.org/10.5007/%25x
Velayati, N., Muslem, A., Fitriani, S. S., & Samad, I. A. (2017). An Exploration of Students’ Difficulties in Using Critical Thinking Skills in Reading. Al-Ta Lim Journal, 24(3), 195. https://doi.org/10.15548/jt.v24i3.298
Wilson, K. (2016). Critical reading, critical thinking: Delicate scaffolding in English for Academic Purposes (EAP). Thinking Skills and Creativity, 22, 256–265. https://doi.org/10.1016/j.tsc.2016.10.002
Zhou, J., Jiang, Y., & Yao, Y. (2015). The investigation on critical thinking ability in EFL reading class. English Language Teaching, 8(1), 83–94. https://doi.org/10.5539/elt.v8n1p83
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish with the Journal of Evaluation and Research in Education (JERE) agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)
