AN ANALYSIS OF READING EXERCISES QUESTION INSERTED IN ENGLISH BOOK ORIENTED TO HOTS FOR THE TENTH GRADE STUDENTS OF SMKN 1 PENUKAL UTARA
DOI:
https://doi.org/10.31851/esteem.v8i1.16687Keywords:
English Book,Higher Order Thinking Skills (HOTS), Students.Abstract
English, as the lingua franca of our interconnected world, holds immense significance for contemporary students. Its status as a global language transcends borders, enabling communication across diverse cultures, industries, and regions. Proficiency in English is not merely a skill but a gateway to numerous opportunities, such as accessing international academic resources, participating in global job markets, and fostering cross-cultural understanding. This research underscores the critical role of English in modern education, highlighting its function in facilitating global collaboration and access to critical educational resources. Most scholarly literature and leading educational materials are in English, making proficiency in the language essential for keeping up with developments across various fields.This study employed a qualitative research design to explore the role of the "Work in Progress" English textbook within the learning environment at SMKN 1 Penukal Utara. The qualitative approach enabled an in-depth examination of students' perceptions of the textbook, their responses to its teaching methodology, and the contribution of the textbook to their English language proficiency. Findings from the study reveal that the textbook incorporates a significant number of Higher Order Thinking Skills (HOTS) questions, particularly for 10th-grade students. Approximately 70% of the textbook's content focuses on enhancing students' analytical and problem-solving skills, aligning with its overarching goal of deepening students' understanding of the English language. The integration of HOTS questions in each thematic unit significantly contributes to the development of students' higher-order thinking abilities.
References
Andika, Andika, Tahrun Tahrun, dan Masagus Firdaus. “Developing English grammar instructional materials oriented to constructivism theory.” Journal of Languages and Language Teaching 11, no. 2 (2023): 286. doi:10.33394/jollt.v11i2.6838.
Febriyani, Rezita Ayu, Wisma Yunita, dan Indah Damayanti. “An analysis on Higher Order Thinking Skill (HOTS) in compulsory English textbook for the Twelfth Grade of Indonesian Senior High Schools.” Journal of English Education and Teaching 4, no. 2 (2020): 170–83. doi:10.33369/jeet.4.2.170-183.
Fitriani, Dina Helmi, dan Dhinuk Puspita Kirana. “Higher Order Thinking Skill (Hots) in English language textbook in Senior High School.” International Journal of Research on English Teaching and Applied Linguistics 2, no. 2 (2022): 55–66. doi:10.30863/ijretal.v2i2.2455.
Gunantar, Devy Angga. “The impact of English as an international language on English language teaching in Indonesia.” LANGUAGE CIRCLE:Journal lof Language and Literatur X, no. 2 (2016): 141–51.
Indriastuti, Niken Reti, Diyah Atiek Mustikawati, dan Siti Asiyah. “Students ’ Hots through extensive reading : a content analysis in reading class discussions.” Presmie; Journal of English Education and Applied Linguistics 12, no. 2 (2023): 508–23. doi:10.24127/pj.v.
Indriyana, Bernadeta Siska, dan Paulus Kuswandono. “Developing students Higher Order Thinking Skills (HOTS) in reading: English teachers strategies in selected Junior High Schools.” JET (Journal of English Teaching) 5, no. 3 (2019): 204. doi:10.33541/jet.v5i3.1313.
Jaya, A., Hermansyah, & Rosmiyati, E. (2019). Redefining Project Based Learning In English Class. Esteem Journal of English Education Study Programme, 2(https://jurnal.univpgri-palembang.ac.id/index.php/esteem/issue/view/304). https://doi.org/https://doi.org/10.31851/esteem.v2i2.2423
Kaforina, M., Mulyadi, M., & Jaya, A. (2023). the Students’ Personality Based on Their Reading Attitude. Esteem Journal of English Education Study Programme, 7(1), 12–23. https://doi.org/10.31851/esteem.v7i1.12654
Khaeruddin, K., S. Indarwati, S. Sukmawati, H. Hasriana, dan F. Afifah. “An analysis of students’ Higher Order Thinking Skills through the Project-Based Learning Model on science subject.” Jurnal Pendidikan Fisika Indonesia 19, no. 1 (2023): 47–54. doi:10.15294/jpfi.v19i1.34259.
Kristian, Ananda Kevin. “A need of HOTS-Based English book for ninth grade students.” The Art of Teaching English as a Foreign Language 3, no. 2 (2022): 138–44. doi:10.36663/tatefl.v3i2.417.
Lutfi, Mhd, dan Brilian Dima. “The implementation of Higher Order Thinking Skills ( HOTS ) in English language teaching.” Journal of English Education and Teaching 8, no. 2 (2021): 255–68.
Ratnasari, Laras, dan Ririn Pusparini. “An analysis of the relevance of English materials in textbook entitled ‘Pathway to English’ for Senior High School grade x to the 2013 curriculum.” Journal of RETAIN 2 (2018): 1–5.
Sari, Intan Permata, An auzia Rozani Syafei, dan Sitti Fatimah. “An analysis of the activities in bahasa Inggris textbook for 10 th grade students published by the Indonesian ministry of education and culture.” Journal of English Language Teaching 7, no. 3 (2018): 426–35.
Sari, Nur Fadila. “Developing instructional materials based on inquiry learning model.” English Language Teaching for EFL Learners 2, no. 1 (2020): 54. doi:10.24252/elties.v2i1.11275.
Silalahi, Dumaris E., Herman Herman, Partohap Saut Raja Sihombing, Ade Sahbana Damanik, dan Lydia Purba. “An analysis of students’ achievement in reading comprehension through Higher Order Thinking Skills (HOTS).” AL-ISHLAH: Jurnal Pendidikan 14, no. 2 (2022): 1853–68. doi:10.35445/alishlah.v14i2.1249.
Silitonga, Dwi Handayani, dan Haya Haratikka. “Improving students’ learning outcomes in learning English for special purposes through the role-playing method.” Jetal: Journal of English Teaching & Applied Linguistics, no. 4 (2023): 128–34. doi:https://doi.org/10.36655/jetal.v4i2.1093.
Sri, Nitta Crissiana Wirya Atmajaya, Oktavianna Rakhmawati, Syamsu Rizal Anis, dan Purwatiningsih. “Improving English skills.” Jurnal Politeknik Kuangan Negara ASN, 2021, 3–5.
Sukmawijaya, Andi, Wisma Yunita, dan Dedi Sofyan. “Analysing Higher Order Thinking Skills on the compulsory English textbook for tenth graders of Indonesian Senior High Schools.” JOALL (Journal of Applied Linguistics & Literature) 5, no. 2 (2020): 137–48. doi:10.33369/joall.v5i2.10565.
Yukamana, Hanni. “Teachers ’ reported beliefs about teaching , knowledge , and student ’ s ability : case studies of four Senior High School Teachers in Palembang.” ESTEEM Journal of English Study Program 7, no. 1 (2024): 287–97.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Doraimon, Masagus Firdaus, Hanni Yukamana
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright Notice
Authors who publish with this journal agree to the following terms:
In order to assure the highest standards for published articles, a peer review policy is applied. In pursue of the compliance with academic standards, all parties involved in the publishing process (the authors, the editors and the editorial board and the reviewers) agree to meet the responsibilities stated below in accordance to the Journal publication ethics and malpractice statement.
Duties of Authors:
- The author(s) warrant that the submitted article is an original work, which has not been previously published, and that they have obtained an agreement from any co-author(s) prior to the manuscript’s submission;
- The author(s) should not submit articles describing essentially the same research to more than one journal;
- The authors(s) make certain that the manuscript meets the terms of the Manuscript Submission Guideline regarding appropriate academic citation and that no copyright infringement occurs;
- The authors(s) should inform the editors about any conflict of interests and report any errors they subsequently, discover in their manuscript.
Duties of Editors and the Editorial Board:
- The editors, together with the editorial board, are responsible for deciding upon the publication or rejection of the submitted manuscripts based only on their originality, significance, and relevance to the domains of the journal;
- The editors evaluate the manuscripts compliance with academic criteria, the domains of the journal and the guidelines;
- The editors must at all times respect the confidentiality of any information pertaining to the submitted manuscripts;
- The editors assign the review of each manuscript to two reviewers chosen according to their domains of expertise. The editors must take into account any conflict of interest reported by the authors and the reviewers.
- The editors must ensure that the comments and recommendations of the reviewers are sent to the author(s) in due time and that the manuscripts are returned to the editors, who take the final decision to publish them or not.
Authors are permitted and encouraged to post online a pre-publication manuscript (but not the Publisher final formatted PDF version of the Work) in institutional repositories or on their Websites 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). Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
