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- W3158582158 abstract "Higher order thinking skill is important to apply in English learning,particularly in making instructional questions to students. In accordance with the2013 curriculum, the questions made for the high school level must achieve theanalysis, evaluation, and create of the cognitive process. The researcher found thatsome of the questions in the activities in the textbook used by high school studentswere focused on the lowest level of cognitive domain and on LOTS. That'sbecause the focus of their goals and the textbooks they analyzed are different.This study aims to analyze the extent are instructional questions for activities intextbooks, “Bahasa Inggris SMA / MA / SMK / MAK Kelas XI Semester 1 and 2”emphasize HOTS or LOTS, and to investigate the most dominant cognitivedimensions of instructional questions for activities in this textbook.Content analysis was applied to all 8 chapters and 7 enrichments oftextbook to answer research questions. All activities in the form of listening,reading, speaking and writing in textbooks become objects of analysis. Inaddition, each instructional question is classified into English skill activities in thetextbook as a unit for analysis. Instructional questions are collected, registered,and analyzed according to the cognitive domain of Revised Bloom's Taxonomy.The researcher then calculated the percentage and frequency of questions at eachlevel of cognition that appeared in each chapter and in the enrichment of thetextbook. Descriptive statistics are used to describe the basic features of the datain this study.The results showed that there were 299 instructional questions for reading,speaking and writing activities. Whereas listening activities are not in textbooks.The speaking activity has the least instructional questions (64 questions). Whilethe most dominant was found for reading (131 questions), and writing was in themiddle with frequency (104 questions). After instructional questions in allactivities were categorized, it was revealed that most instructional questionsemphasized HOTS (166 questions). It was 55.6% of 100% while it was 44.4% forlower order thinking skills. It indicated that this textbook concentrated more onhigher-level thinking questions than lower-level thinking questions. In addition,the most dominant cognitive dimension focuses on the evaluating level (89questions) which is the fifth level or C5 in Revised Bloom's Taxonomy." @default.
- W3158582158 created "2021-05-10" @default.
- W3158582158 creator A5004152837 @default.
- W3158582158 date "2020-01-01" @default.
- W3158582158 modified "2023-09-26" @default.
- W3158582158 title "Analysis of Instructional Questions on Higher OrderThinking Skill by Using Revised Bloom’s Taxonomy" @default.
- W3158582158 hasPublicationYear "2020" @default.
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