Analysis Students’ Ability to Answer Higher Order Thinking Skills Questions on Reading Test of Narrative Text in Multiple Choice Form

Authors

  • One Laila Trisanti STKIP Situs Banten, Kota Serang, Indonesia
  • Tri Ilma Septiana UIN Sultan Maulana Hasanuddin Banten
  • Sofiyatul Padillah MTs Satu Atap Balaraja, Tangerang, Indonesia

DOI:

https://doi.org/10.23887/jpbi.v10i2.43882

Keywords:

Higher Order Thinking Skills, Reading Test, Multiple Choice, Narrative Text

Abstract

The multiple-choice test is familiar to Foreign English Language Learners (EFL) and is able to measure students' HOTS especially in Indonesia. Although it has a number of limitations, multiple choice is widely used because it is able to measure learning outcomes from the simple to the complex. The aim of this study was to analyze the students' ability to answer Higher Order Thinking Skills (HOTS)-oriented questions in a multiple-choice form. In collecting data, the researchers used a narrative reading test of questions that had been carefully developed by the English teacher with a focus on the top three HOTS domains (e.g., analyzing, evaluating, and creating) and interviews with two students who were taken from upper and lower group. his study employed descriptive qualitative method. Moreover, the data obtained were sorted verified, analyzed, interpreted, drawn conclusions, and presented descriptively-qualitatively. The findings of this study indicated that there was not a single student in the excellent category (0%), 11 students in the good category (37%), 3 students in the fair category (10%), 6 students in the poor category (20%), and 10 students in the very poor category (33%). In addition, based on analysis of students’ answer errors, it was known that the percentage of students’ answer errors on the HOTS-oriented questions was analyzing 25%, evaluating 39%, and creating 36%. This indicated that some ninth-grade students at MTs Satu Atap Tangerang who have not been able to answer the HOTS oriented questions correctly.

Author Biography

Tri Ilma Septiana, UIN Sultan Maulana Hasanuddin Banten

I am an English lecturer in English Education Department, UIN Sultan Maulana Hasanuddin Banten

References

Adesoji, F. A. (2018). Bloom Taxonomy of Educational Objectives and the Modification of Cognitive Levels. Advances in Social Sciences Research Journal, 5(5). https://doi.org/10.14738/assrj.55.4233.

Afandi, A., Sajidan, S., Akhyar, M., & Suryani, N. (2018). Pre-Service Science Teachers’ Perception About High Order Thinking Skills (HOTS) in the 21st Century. International Journal of Pedagogy and Teacher Education, 2(1), 107. https://doi.org/10.20961/ijpte.v2i1.18254.

Alfarisy, F. (2021). Kebijakan Pembelajaran Bahasa Inggris di Indonesia Dalam Perspektif Pembentukan Warga Dunia Dengan Kompetensi Antarbudaya. Jurnal Ilmial Profesi Pendidikan, 6(3). https://doi.org/10.29303/jipp.v6i3.207.

Arievitch, I. M. (2020). The vision of Developmental Teaching and Learning and Bloom’s Taxonomy of educational objectives. Learning, Culture and Social Interaction, 25. https://doi.org/10.1016/j.lcsi.2019.01.007.

Arifin, S. (2020). The Role of Critical Reading to Promote Students’ Critical Thinking and Reading Comprehension. Jurnal Pendidikan Dan Pengajaran, 53(3), 318. https://doi.org/10.23887/jpp.v53i3.29210.

Breny, H., & Mehrens, W. A. (1979). Measurement and Evaluation in Education and Psychology. International Statistical Review / Revue Internationale de Statistique, 47(1). https://doi.org/10.2307/1403221.

Creswell, JW; Poth, C. (2017). Qualitative Inquiry & Research Design: Choosing among Five Approaches (4th ed.). Sage Publications.

Dewantara, K. A. ., Artini, L. ., & Wahyuni, L. G. . (2022). Reading Related Activities in English Textbook and How the Texts are Exploited in the Classroom. Journal of Education Research and Evaluation, 6(3). https://doi.org/10.23887/jere.v6i3.48583.

Diah Rusmala Dewi. (2019). Pengembangan Kurikulum Di Indonesia Dalam Menghadapi Tuntutan Abad Ke-21. As-Salam: Jurnal Studi Hukum Islam & Pendidikan, 8(1), 1–22. https://doi.org/10.51226/assalam.v8i1.123.

Hartini, T., Misri, M. A., & Nursuprianah, I. (2018). Pemetaan hots siswa berdasarkan standar PISA dan TIMSS untuk meningkatkan mutu pendidikan. EduMa, 7(1), 83–92. https://doi.org/10.24235/eduma.v7i.

Hidayah, I. R., Kusmayadi, T. A., & Fitriana, L. (2021). Minimum Competency Assessment (AKM): An Effort To Photograph Numeracy. Journal of Mathematics and Mathematics Education, 11(1), 14–20. https://doi.org/10.20961/jmme.v11i1.52742.

Indriyana, B. S., & Kuswandono, P. (2019). Developing Students’ Higher Order Thinking Skills (HOTS) in Reading: English Teachers’ Strategies in Selected Junior High Schools. JET (Journal of English Teaching), 5(3). https://doi.org/10.33541/jet.v5i3.1313.

Johansson, E. (2020). The Assessment of Higher-order Thinking Skills in Online EFL Courses: A Quantitative Content Analysis. NJES Nordic Journal of English Studies, 19(1), 224–256. https://doi.org/10.35360/njes.519.

Kahraman, A. (2020). The use of short stories in English language teaching and its benefits on grammar learning. IJCI - International Journal Of Curriculum and Instruction, 12(2), 533–559. https://eric.ed.gov/?id=EJ1271141.

Karim, S. A., Sudiro, S., & Sakinah, S. (2021). Utilizing Test Items Analysis to Examine The Level of Difficulty and Discriminating Power in a Teacher-Made Test. EduLite: Journal of English Education, Literature and Culture, 6(2), 256. https://doi.org/10.30659/e.6.2.256-269.

Kehoe, J. (1994). Basic Item Analysis for Multiple-Choice Tests. Practical Assessment, Research, and Evaluation, 4, 10. https://doi.org/10.7275/07zg-h235.

Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory into Practice, 41(4), 212–218. https://doi.org/10.1207/s15430421tip4104_2.

Kusuma, M. D., Rosidin, U., Abdurrahman, A., & Suyatna, A. (2017). The Development of Higher Order Thinking Skill (Hots) Instrument Assessment In Physics Study. IOSR Journal of Research & Method in Education (IOSRJRME), 07(01), 26–32. https://doi.org/10.9790/7388-0701052632.

Lingfeng, L., & Nair, S. M. (2021). Chinese Undergraduates’ Performance in HOTS and LOTS EFL Reading Comprehension for Different Reading Materials According to Gender. Contemporary Research in Education and English Language Teaching, 3(2). https://doi.org/10.33094/26410230.2021.32.31.40.

Machfuzhoh, A., . L.-, & Widyaningsih, I. U. (2020). Pelatihan Pembukuan Sederhana Bagi Umkm Menuju Umkm Naik Kelas Di Kecamatan Grogol. Jurnal Pengabdian Dan Peningkatan Mutu Masyarakat (JANAYU), 1(2), 109–116. https://doi.org/10.22219/janayu.v1i2.12143.

Mahanal, S. (2019). Asesmen Keterampilan Berpikir Tingkat Tinggi. Jurnal Penelitian Dan Pengkajian Ilmu Pendidikan: E-Saintika, 3(2), 51. https://doi.org/10.36312/e-saintika.v3i2.128.

Mahfuzah, A., Jufri, J., & Fitrawati, F. (2019). An Analysis of Students’ Ability to Answer Reading Questions with HOTS. Journal of English Language Teaching, 8(1), 71–81. https://doi.org/10.24036/jelt.v8i1.103222.

McMillan, J. H., & Schumacher, S. (2010). Research in education: Evidence-based inquiry (7th ed.). Pearson.

Miles, M. B., Huberman, A. M., & Saldaña, J. (2018). Qualitative data analysis: A methods sourcebook. Sage Publications.

Munawati, A. (2019). The Effectiveness of HOTS (Higher Order Thinking Skill) in Teaching Reading Comprehension. In Education of English as a Foreign Language (Vol. 2, Issue 1, pp. 32–43). Brawijaya University. https://doi.org/10.21776/ub.educafl.2019.0012.01.05.

Novatania, D. W., & Kamaludin, A. (2021). Development of High Order Thinking Skills (HOTS) Test Instruments on Thermochemistry Topics. JTK (Jurnal Tadris Kimiya), 6(2), 174–184. https://doi.org/10.15575/jtk.v6i2.12746.

Purwaningsih, Y. R., Floriani, R., & Eva, D. (2021). Investigating EFL Students’ Higher Order Thinking Skills (HOTS) via E-Learning During the Covid-19 Pandemic. Proceedings of the International Joined Conference on Social Science (ICSS 2021), 603. https://doi.org/10.2991/assehr.k.211130.092.

Putra, T. K., & Abdullah, D. F. (2019). Higher-Order Thinking Skill (HOTS) Questions In English National Examination In Indonesia. Jurnal Bahasa Lingua Scientia, 11(1). https://doi.org/10.21274/ls.2019.11.1.145-160.

Putri, R. N., & Sulistyaningrum, S. D. (2021). Incorporating Higher-Order Thinking Skills in English Lesson Plans for Senior High School. Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics, 8(2), 164–176. https://doi.org/10.22219/celtic.v8i2.18330.

Rohman, F. M. A., Riyadi, R., & Indriati, D. (2020). Analysis of higher order thinking skills 8th grade students in math problem solving. Journal of Physics: Conference Series, 1469(1). https://doi.org/10.1088/1742-6596/1469/1/012162.

Roldan, A. H. (2000). Reforms/Innovations in the Teaching of Reading. Gifted Education International, 15(1). https://doi.org/10.1177/026142940001500110.

Royce, J. (2021). From Literacy to Information Literacy: Reading for Understanding in the Real World. IASL Annual Conference Proceedings. https://doi.org/10.29173/iasl8057.

Sarah, F., Khaldun, I., & Gani, A. (2021). The Development Higher Order Thinking Skill (Hots) As Questions In Chemistry Study (Solubility And Solubility Product Constant). Jurnal Pendidikan Sains (Jps), 9(1), 51. https://doi.org/10.26714/jps.9.1.2021.51-60.

Septiana, T. I. (2021). Analysis of Students’ Problems on the Reading Section of TOEFL. ELT Echo : The Journal of English Language Teaching in Foreign Language Context, 6(1). https://doi.org/10.24235/eltecho.v6i1.8576.

Sharma, C., & Puri, S. R. (2020). The importance of four skills in English education. The Genesis, 7(4), 33–36. https://doi.org/10.47211/tg.2020.v07i04.007.

Sim, S.-M., & Isaiah Rasiah, R. (2006). Relationship Between Item Difficulty and Discrimination Indices in True/False-Type Multiple Choice Questions of a Para-clinical Multidisciplinary Paper. Annals-Academy of Medicine Singapore, 35(2). http://www.ams.edu.sg.

Widana, I. W. (2017). Higher Order Thinking Skills Assessment (HOTS). JISAE (Journal of Indonesian Student Assessment and Evaluation), 3(1), 32–44. https://doi.org/10.21009/JISAE.031.04.

Widiyaningsih, A., & Septiana, T. I. (2019). An analysis of the Higher Order Thinking Skills (HOTS) in the National Examination of English Subject at Junior High School Level. ELT-Echo, 4(2). http://repository.uinbanten.ac.id/id/eprint/4831.

Downloads

Published

2022-10-13

Issue

Section

Articles