THE ANALYSIS OF HIGHER-ORDER THINKING SKILLS (HOTS) IN READING COMPREHENSION QUESTIONS IN A GRADE XII ENGLISH TEXTBOOK USING REVISED BLOOM’S TAXONOMY

ERVIAN DINTA HARDIATI, 126203212137 and ANINDITA BADIANTI, 198904302025212007 (2025) THE ANALYSIS OF HIGHER-ORDER THINKING SKILLS (HOTS) IN READING COMPREHENSION QUESTIONS IN A GRADE XII ENGLISH TEXTBOOK USING REVISED BLOOM’S TAXONOMY. [ Skripsi ]

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Abstract

Hardiati, Ervian Dinta. Student ID Number. 126203212137. 2025. The Analysis of Higher-Order Thinking Skills (HOTS) in Reading Comprehension Questions in a Grade XII English Textbook Using Revised Bloom’s Taxonomy. Thesis. English Education Department. Faculty of Education and Teacher Training. State Islamic University (UIN) Sayyid Ali Rahmatullah Tulungagung, Advisor: Anindita Badianti, S.Pd., M.Pd. Keywords: Textbook, Higher-Order Thinking Skill (HOTS), Reading Comprehension Question Reading comprehension has become a complicated task that requires readers to engage their higher-order thinking skills (HOTS). HOTS encourages students to actively think deeply, rather than passively receive information. This research was conducted to analyze the distribution and characteristics of higher order thinking skills in reading comprehension questions found in a senior high school textbook entitled Bahasa Inggris SMA-MA/SMK-MAK for the 12th grade This research employed revised Bloom’s taxonomy from Anderson and Krathwohl's as the analytical framework for HOTS. In this taxonomy, cognitive abilities are divided into two main groups, namely Lower Order Thinking Skills (LOTS), which include remember, understand, and apply, and Higher Order Thinking Skills (HOTS), which include analyze, evaluate, and create. The focus of this research is on the HOTS level. This research employed a qualitative research approach with a content analysis method to analyze and interpret textual material in order to draw valid inferences. Using a checklist table, the researcher collected, listed, and analyzed the questions according to the cognitive domain of the revised Bloom’s taxonomy. To validate the data, the researcher used the expert judgment technique. After examining and determining the cognitive level of each question, the researchers found that the distribution of HOTS-level questions was low. The data showed that out of 219 questions, the number of HOTS questions was 45, or 20.5%. Furthermore, the researchers found that the characteristics of HOTS in reading comprehension questions in the textbook focused on certain cognitive processes. It can be concluded that HOTS questions were distributed unequally in this textbook. xvii

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