THE INFLUENCE OF HIGHER ORDER THINKING SKILLS, VOCABULARY MASTERY AND READING MOTIVATION ON READING COMPREHENSION ACHIEVEMENT

2021 ◽  
Vol 1 (4) ◽  
pp. 483-496
Author(s):  
Titik Sholihah ◽  
Agus Widyantoro
Keyword(s):  
Reading Comprehension ◽  
Reading Motivation ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Cronbach’S Alpha ◽  
Higher Order Thinking Skills ◽  
Independent Variables ◽  
Cronbach's Alpha ◽  
Ex Post

This research aims at finding out the influence of Higher Order Thinking Skills (HOTS), vocabulary mastery and reading motivation on reading comprehension achievement among State SMP Students in Magelang Regency. This research was an ex post facto involving three independent variables; students’ HOTS (X1), vocabulary mastery (X2), and reading motivation (X3) and one dependent variable, students’ reading comprehension achievement (Y). The sampling technique was the proportional cluster random sampling. The research instruments were three tests and a questionnaire. The kind of validity of the tests was the content validity by experts’ judgment. The construct validity of the questionnaire was measured by factor analysis. The reliability of the tests was measured by Cronbach’s Alpha with the Alpha of HOTS test is 0.768, vocabulary mastery test’s is 0.757 and the reading comprehension achievement test’s is 0.716. The reliability of the questionnaire was measured by Cronbach’s Alpha with the Alpha is 0.862. The data were analyzed using the multiple regression analysis continued by the partial correlation. The result of the multiple regressions indicates that HOTS, vocabulary mastery and reading motivation influence reading comprehension achievement with the F=236.709 with the significant level below 0.05 which means that the three independent variables influence significantly on reading comprehension achievement. The Adjusted R Square is 0.653 which means that the reading comprehension achievement is 65.3% predicted by the three independent variables. The contribution of HOTS on reading comprehension achievement is 38.7%, vocabulary mastery is 50.3%, and reading motivation is 8.2%.

scholarly journals Reading Comprehension Question Levels in Grade X English Students’ Book in Light of the Issues of Curriculum Policy in Indonesia

2019 ◽  
Vol 9 (1) ◽  
pp. 44
Author(s):  
Rin Surtantini
Keyword(s):  
Reading Comprehension ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Comprehension Question ◽  
Ministry Of Education ◽  
Curriculum Policy ◽  
Higher Order Thinking Skills ◽  
English Students ◽  
Inferential Comprehension

This article aims at finding out the reading comprehension-question levels as constructed for some chapters of English Students’ Book for Grade X published in 2017 by The Ministry of Education and Culture of Indonesia. The data were taken purposively and analyzed using Barrett’s taxonomy of reading comprehension to examine the levels of comprehension questions provided in the book. While higher-order thinking skills (HOTS) in Bloom’s taxonomy involve students to analyze, to evaluate, and to create, Barrett’s reading comprehension levels exhibit corresponding features, namely inferential comprehension, evaluation, and appreciation. The analysis is to show the corresponse the reading comprehension questions in the book to the current issues of HOTS in the curriculum policy of Indonesia. The results demonstrate that while some of the comprehension questions (21%) comply with the higher level of reading comprehension, the rest (nearly 80%) show lower level of reading comprehension. In response to the implementation of the curriculum policy in Indonesia, teachers need to practice constructing higher levels of comprehension questions that considerably make students get used to think critically

scholarly journals An Analysis of Higher Order Thinking Skills Realization in Reading Comprehension Questions

2020 ◽  
Vol 15 (1) ◽  
pp. 83-89
Author(s):  
Ervina Juli Aryani ◽  
Sri Wahyuni
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Task Type ◽  
Higher Order Thinking Skills ◽  
Educational Stakeholders ◽  
English Textbooks ◽  
Context Of Learning

The significance of Higher Order Thinking Skills (HOTS) has led many educational stakeholders to include the skill in educational curriculum and more specifically in the subjects that students learn. In the context of learning English, HOTS should be instilled in four language skills, especially reading skill. This skill is vital since students are demanded to be critical of what they read. Therefore, this research aimed at investigating how the reading comprehension questions in English textbooks for three different grades (X, XI, and XII) published by the Ministry of Education and Culture facilitate HOTS. By employing cognitive level of Bloom’s revised taxonomy (2001) and critical thinking task type of Numrich’s sequence (Beaumont, 2010), the questions are analyzed qualitatively. The results reveal that HOTS are realized adequately in the textbook for grade XI. In the textbooks for grade X and XII, HOTS are found in small quantity. Besides, based on Numrich’s sequence, the majority of the questions focus on the text which means that critical thinking-based questions are found in small number. Thus, it is expected that this result assists teachers, textbook writers, and future researchers to engage more on the implementation of HOTS.

scholarly journals STUDENTS’ DIFFICULTIES IN SOLVING HIGHER-ORDER THINKING SKILLS (HOTS) READING COMPREHENSION SECTION AT SMA 1 TAKENGON

2021 ◽  
Vol 5 (2) ◽  
pp. 153-163
Author(s):  
Yunie Amalia Rakhmyta ◽  
Alif Maulidiyah
Keyword(s):  
Reading Comprehension ◽  
Main Idea ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Research Subjects ◽  
Higher Order Thinking Skills ◽  
Descriptive Research ◽  
Three Phase ◽  
Qualitative Descriptive

This study aims to determine students’ difficulties in solving Higher-Order Thinking Skills (HOTS) questions and their dominance due to the reading comprehension section at SMAN 1 Takengon. This study was delivered through a qualitative descriptive research design. Twenty-two students were elected to be research subjects based on purposive sampling. The instruments were documentation and interview. Data analyzed by adopting Miles and Huberman’s theory stepped into three-phase; data reduction, data display, and conclusion.  As a result, the percentages showed several students’ difficulties; first in making inferences about 48%, second, determining the main idea about 26%, third, in detailed information about 18%, last, in understanding vocabulary about 8%. In conclusion, the dominant difficulty is making an inference.

scholarly journals THINKING ORDER SKILLS OF READING COMPREHENSION QUESTIONS IN ENGLISH TEXTBOOK FOR ELEVENTH GRADE OF SENIOR HIGH SCHOOL BASED OF BLOOM’S TAXONOMY

2018 ◽  
Vol 6 (3) ◽  
Author(s):  
Nurasiah Lubis ◽  
Busmin Gurning ◽  
Masitowarni Siregar
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
English Language ◽  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Senior High School ◽  
Higher Order Thinking Skills ◽  
Bloom’S Taxonomy

The objective of this study aimed to analyzing higher order thinking skills of reading comprehension questions in English textbook for eleventh grade of senior high school. It also used qualitative research method for collected, analyzed and classified reading questions based on revised of Bloom’s Taxonomy. The data of this study were taken from reading comprehension questions in Contextual English textbook. The findings showed that the distribution of the higher order thinking skills looks like: the analyze skill obtains 20 out of 155 reading comprehension questions (12.9%) while the evaluate skill only obtains 4 out 155 questions (2.6%) and the create skill obtains 2 out of 155 questions (1.2%). The dominant level of the higher order thinking skills contained in analyze skill (12.9%). These results do not achieve proportion of thinking order skills namely 30% for C1 and C2, 40% for C3 and C4, and 30% for C5 and C6. It shows that the distribution of the higher order thinking skills in the reading comprehension questions in Contextual English textbook is unequal. Key words: English language textbook, reading comprehension questions,revised edition of Bloom’s Taxonomy.

HIGHER-LEVEL THINKING SKILLS DEVELOPMENT BY READING LITERARY AND INFORMATIONAL TEXTS IN LITHUANIAN LANGUAGE TEXTBOOKS IN 3-4 GRADES

2014 ◽  
Vol 6 (3) ◽  
pp. 27-42
Author(s):  
Nadia Venskuvienė
Keyword(s):  
Reading Comprehension ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Skills Development ◽  
Informational Texts ◽  
Higher Order Thinking Skills ◽  
Higher Level Thinking ◽  
Comprehension Skills ◽  
Language Textbooks

Reading and reading comprehension is necessary for almost every area of life. Therefore, it is important to start develop reading comprehension skills already in primary school. According to the international (PIRLS, 2001, 2006, 2011) and the national (2005, 2007, 2012) student achievement is observed that some 4 grade students literary and informational texts comprehension skills are deteriorating. Particular attention should be given to higher-order thinking skills development, i.e. textual information interpretation, integration, evaluation, because the results of these skills significantly descended over the past five years. Study of two alternative Lithuanian language textbooks for 3-4 grades helped to identify that given comprehension tasks develops student’s lower and higher-order thinking skills but some differences noticed as well. One textbook contains questions and tasks oriented to the lower level of thinking, i.e., the knowledge, understanding and the application of skills. In another textbook there are more questions and tasks that focus on higher-level thinking, i.e. analysis, synthesis and evaluation skills. Either in researched textbooks differ the number of questions and tasks for understanding literary and informational texts. This article presents results of the study, which revealed a higher-level thinking skills development by reading literary and informational texts in alternative Lithuanian language textbooks for 3-4 grades. Key words: higher-level thinking skills, reading comprehension, textbooks.

Sign in / Sign up

Export Citation Format

Share Document