THE IMPLEMENTATION OF HIGHER-ORDER THINKING SKILL (HOTS) IN LEARNING READING FOR EFL LEARNERS

Authors

  • Nurmaharaeni Universitas Muhammadiyah Makassar
  • Syamsiarna Nappu Universitas Muhammadiyah Makassar
  • Uyunnasirah Hambali Universitas Muhammadiyah Makassar

DOI:

https://doi.org/10.56983/eltm.v2i1.70

Keywords:

Whole Language Approach, Guessing Vocabulary, Improving Speaking Skill

Abstract

This research aims at finding out the students’ reading comprehension ability after implementing HOTS in learning process and the differences between those who are taught by implementing HOTS and those who are not, especially in making inference.This quasi-experimental research using two groups, experimental and control group through pre-test and post-test results. The samples are 23 students from class VIIIC and 22 students from class VIIIB of SMP Negeri 1 Cina which are taken by using Purposive Sampling Technique. The data obtained are analyzed using SPSS Application version 25.The finding shows that the mean score of pre-test in experimental class is 48.04 and the post-test score is 71.09. While in control class, pre-test score is 48.42 and in post-test is 50.91. After implementing HOTS in the classroom, reading comprehension ability increases to 32.42% and 4.9% in control class. This finding indicates that HOTS brings good effect in learning reading comprehension process because students can get used to questions related to making inference and their ability to answer reading comprehension questions improves. Students be able to predict questions and provide logical reasons related to texts and learning materials. Then it can be concluded that there are differences between those who are taught by HOTS and those who are not, in terms of learning outcomes and also the way they think.

 

Downloads

Download data is not yet available.

References

Alsowat, Hamad. (2016). An EFL Flipped Classroom Teaching Model: Effects on English Language Higher-order Thinking Skills, Student Engagement and Satisfaction. Faculty of Education, Taif University. 7(9):108.

Ariani, E. (2020). Do HOTS Correlate with Reading Comprehension. Language-Edu, 9(1).

Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Handbook I: cognitive domain. New York: David McKay.

Brookhart, S. M. (2010). How to assess higher-order thinking skills in your classroom. ASCD.

Depdikbud. (2017). Assessment Guide for Upper Secondary Education Unit. Directorate General of Primary and Secondary Education Ministry of Education and Culture.

Freahat, N. M., & Smadi, O. M. (2014). Lower-order and Higher-order Reading Questions in Secondary and University Level EFL Textbooks in Jordan. Theory & Practice in Language Studies, 4(9).

Indriyana, B. S., & Kuswandono, P. (2019). Developing Students' Higher Order Thinking Skills (HOTS) in Reading: English Teachers' Strategies in Selected Junior High Schools. Journal of English Teaching, 5(3), 204-216.

Kaya, E. (2015). The role of reading skills on reading comprehension ability of Turkish EFL students. Üniversitepark Bülten, 4(1-2), 37.

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), 31-40.

Marlina, L. (2012). Learning English as foreign language in Indonesia through English children’s literature. International Journal of Literacies, 19(4), 41-51.

Newman, F.M. (1990). Higher order thinking in teaching social studies: A rationale for the assessment of classroom thoughtfulness. Journal of Curriculum Studies, 22, 41-56.

Nourdad N., Masoudi S., Rahimali P. (2018). The Effect of Higher Order Thinking Skill Instruction on EFL Reading Ability. International Journal of Applied Linguistics & English Literature, Volume: 7(3), pp. 231-237. doi: 10.7575/aiac.ijalel.v.7n.3p.231

Olson, J.P and M.H. Diller. (1982). Learning to Teach Reading in Elementary School. London: Macmillan Publishing Company

RAO, P. S. (2019). The Role of English as a Global Language. Research Journal of English (RJOE), 4(1).

Salmi. 2012. Using Top-Down Processing Strategy in Improving Student’s Listening Comprehension. Thesis. English Department Faculty of Teacher Training and Education University of Muhammadiyah Makassar.

Downloads

Published

2022-04-30

How to Cite

Nurmaharaeni, Nappu, S., & Hambali, U. (2022). THE IMPLEMENTATION OF HIGHER-ORDER THINKING SKILL (HOTS) IN LEARNING READING FOR EFL LEARNERS. English Language Teaching Methodology, 2(1), 54–64. https://doi.org/10.56983/eltm.v2i1.70

Most read articles by the same author(s)