EVALUATING THE HIGHER ORDER THINKING SKILLS IN READING EXERCISES OF EFL TEXTBOOK “PATHWAY TO ENGLISH” FOR TENTH GRADE OF SENIOR HIGH SCHOOL STUDENTS

Apriani, Nina (2019) EVALUATING THE HIGHER ORDER THINKING SKILLS IN READING EXERCISES OF EFL TEXTBOOK “PATHWAY TO ENGLISH” FOR TENTH GRADE OF SENIOR HIGH SCHOOL STUDENTS. Diploma thesis, IAIN BENGKULU.

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Abstract

This study aims to obtain empirical evidence from the distribution of higher order thinking skills based on the revised edition of Bloom's taxonomy on essay question questions in reading exercises in the Pathway to English textbook used for the 10th grade of senior high school students. The author uses the content analysis method because the writer identifies the specific characters of the material in the textbook. This study uses qualitative data because the data is in the form of words. The object of this study was the reading essay exercise in the Pathway to English textbook for the 10th grade of senior high school students. Data was collected through several instruments, namely Pathway to English textbooks, analysis cards, and checklist tables. The results showed that the higher order thinking skills in the Pathway to English textbook obtained 3 out of 72 questions on reading essay practice questions (4.16%) while the lower order thinking skills obtained 69 of 72 reading essay question questions (95.84%). The results of the distribution of higher order thinking skills are: analyze skills get the highest distribution, 2 of 72 essay question questions in reading practice (2.78%), create skills do not get a higher order thinking skill distribution (0%), and evaluating skills get 1 out of 72 essay question questions in reading practice (1.38%). It can be concluded that the distribution of higher order thinking skills is lower than lower order thinking skills

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