Text

SKRIPSI ANALYZING THE INTEGRATION OF HIGHER-ORDER THINKING SKILLS (HOTS) IN INSTRUCTIONAL QUESTIONS FROM TENTH-GRADE ENGLISH TEXTBOOKS “PATHWAY TO ENGLISH

---

This study aims to analyze the integration of Higher-Order Thinking Skills (HOTS)
in instructional reading questions found in the tenth-grade English textbook
“Pathway to English”. The study employs a qualitative content analysis method to
identify and classify instructional reading questions based on the revised Bloom’s
Taxonomy. A total of 80 questions were collected from all textbook units. Each
questions was categorized into cognitive levels, namely Remembering,
Understanding, Applying, Analyzing, Evaluating, and Creating. The study shows
that 60% of the questions in the textbook fall into the LOTS, while 40% are HOTS.
The findings reveal that the majority of the questions emphasize lower-order
thinking skills (LOTS), particularly at the Understanding (C2) and Applying (C3)
levels, while only a limited number promote HOTS such as Analyzing (C4),
Evaluating (C5), and Creating (C6). This indicates that although the textbook
provides some opportunities for critical and creative thinking, the proportion of
HOTS-based questions remains insufficient to fully foster students’ higher
cognitive engagement. Therefore, textbook developers and teachers are encouraged
to incorporate more HOTS-oriented activities to enhance students’ critical thinking
and problem-solving abilities.

---

Ketersediaan

Informasi Detail

Judul Seri

-

No. Panggil

INGGRIS SHI A 2026

Penerbit

MAGELANG : UNIVERSITAS TIDAR., 2026

Deskripsi Fisik

XIII;106 HLM;29 CM

Bahasa

Indonesia

ISBN/ISSN

-

Klasifikasi

420

Tipe Isi

-

Tipe Media

-

Tipe Pembawa

-

Edisi

-

Subjek

PRODI_S1_PENDIDIKAN_BAHASA_INGGRIS
FAKULTAS_FKIP

Info Detail Spesifik

-

Pernyataan Tanggungjawab

-

Versi lain/terkait

Lampiran Berkas

Komentar

---

Anda harus masuk sebelum memberikan komentar