Cognitive Levels of Questions By Indonesian Teachers of English

Fani Febriyana, Ignatius Harjanto

Abstract


According to the 2013 English curriculum (K-13), teachers were required to create English test items covering higher-order thinking skills (HOTS). By answering HOTS questions, students are expected to understand information deeper rather than only focusing on recalling facts. This case study aimed to find the cognitive levels of questions used in teacher-made English final tests in a private senior high school in Sampit, Central Kalimantan, Indonesia. Using the revised Bloom's taxonomy, this qualitative study investigated the written documents of teacher-made English final tests for grades X and XI in the academic years 2018-2019 for social and science programs. The findings showed that the cognitive levels of questions in the final test were dominated by the lower order of thinking skills (LOTS), with understanding as the highest level, followed by remembering and applying. The researchers identified potential sources of preference for LOTS questions. The paper concludes with research recommendations and a professional development program for English teachers.

Keywords


Cognitive levels, English final test, HOTS, LOTS, teacher-made test

Full Text:

PDF

References


Abkary, N. S., & Purnawarman, P. (2020). Indonesian EFL Teachers’ Challenges in Assessing Students’ Higher-Order Thinking Skills (HOTS). 509(Icollite), 482–489. https://doi.org/10.2991/assehr.k.201215.076

Abosalem, Y. (2016). Assessment Techniques and Students’ Higher-Order Thinking Skills. International Journal of Secondary Education, 4(1), 1–11. https://doi.org/10.11648/j.ijsedu.20160401.11

Alnofal, A. I. S. (2018). Cognitive levels in Saudi EFL Teachers’ and Textbook Questions. Journal of Language Teaching and Research, 9(4), 695–701. https://doi.org/10.17507/jltr.0904.04

Amali, L. N., Anggani Linggar Bharati, D., & Rozi, F. (2022). The Implementation of High Order Thinking Skills (HOTS) Assessment to Evaluate the Students’ Reading Comprehension Achievement. English Education Journal, 12(1), 10–18. https://doi.org/10.15294/eej.v12i1.52571

Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Addison Wesley Longman, Inc.

Ariyana, Y., Pudjiastuti, A., Bestary, R., & Zamromi, Z. (2018). Buku Pegangan Pembelajaran Keterampilan Berpikir Tingkat Tinggi Berbasis Zonasi. Direktorat Jenderal Guru dan Tenaga Kependidikan.

Astawa, I. N., Handayani, N. D., Mantra, I. B. N., & Wardana, I. K. (2017). Writing English Language Test Items as A Learning Device: A Principle of Habit Formation Rules. International Journal of Social Sciences and Humanities, 1(3), 135–144. https://doi.org/10.29332/ijssh.v1n3.67

Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals. David McKay Company.Inc.

Brookhart, S. M. (2010). How to Assess Higher Order Thinking in Your Classroom. ASCD Publishing.

Cahyana, I., & Sugiarto. (2019). Modul Penyusunan Soal Keterampilan Berpikir Tingkat Tinggi (Higher Order Thinking Skills) Bahasa Inggris. Direktorat Jenderal Pendidikan Dasar Dan Menengah Kementrian Pendidikan Dan Kebudayaan.

Crowe, A., Dirks, C., & Wenderoth, M. P. (2008). Biology in Bloom: Implementing Bloom’s Taxonomy to Enhance Student Learning in Biology. CBE Life Sciences Education, 7(4), 368–381. https://doi.org/10.1187/cbe.08-05-0024

Daeli, N. H., Hutapea, Y. J. N., Ningsih Gea, F. D., Lestari, I., & Saragih, E. (2020). Identifying Reading Comprehension Questions of National Examination for Senior High School Students. Journal of Languages and Language Teaching, 8(1), 83–90. https://doi.org/10.33394/jollt.v8i1.2239

de Vries, H. B., & Lubart, T. I. (2019). Scientific Creativity: Divergent and Convergent Thinking and the Impact of Culture. Journal of Creative Behavior, 53(2), 145–155. https://doi.org/10.1002/jocb.184

Dewi, O. M., & Sukarni, S. (2020). Higher Order Thinking Questions in English Test of Senior High School. Bahtera: Jurnal Pendidikan, Bahasa, Sastra, Dan Budaya, 7(2), 1106–1122.

Febrina, Bustami, U., & Asnawi, M. (2019). Analysis of Reading Comprehension Questions By Using Revised Bloom's Taxonomy on Higher Order Thinking Skills (HOTS). English Education Journal, 10(1), 1–15.

Freahat, N. M., & Smadi, O. M. (2014). Lower-order and Higher-order Reading Questions in Secondary and University Level EFL Textbooks in Jordan. Theory and Practice in Language Studies, 4(9), 1804–1813. https://doi.org/10.4304/tpls.4.9.1804-1813

Gozali, I., Lie, A., Tamah, S. M., & Jemadi, F. (2021). HOTS Questioning Ability and HOTS Perception of Language teachers in Indonesia. Indonesian Journal of Applied Linguistics, 11(1), 60–71. https://doi.org/10.17509/ijal.v11i1.34583

Janah, N. F. (2020). LOTS and HOTS Items Analysis Based on Bloom’s Taxonomy Revision in Exercise of English Textbook Entitled Bahasa Inggris: When English Rings a Bell for SMP/MTS Kelas VII [State Islamic Institute of Surakarta]. http://eprints.iain-surakarta.ac.id/90/1/163221024 Nurul Fatkhuril Jannah.pdf

Kamlasi, I. (2018). Descriptive Analyses on English Test Items Based on the Application of Revised Bloom’s Taxonomy. Metathesis: Journal of English Language, Literature, and Teaching, 2(2), 203–210. https://doi.org/10.31002/metathesis.v2i2.847

Kohlbacher, F. (2006). The Use of Qualitative Content Analysis in Case Study Research. Forum Qualitative Sozialforschung, 7(1). https://doi.org/10.17169/fqs-7.1.75

Köksal, D., & Ulum, G. (2018). Language Assessment through Bloom’s Taxonomy. Journal of Language and Linguistic Studies, 14(2), 76–88. www.jlls.org

Kusuma, M. D., Rosidin, U., Abdurrahman, & Suyatna, A. (2021). The Development of Higher Order-Thinking Skills (HOTS) Instrument Assessment in Physics Study. Journal of Physics: Conference Series, 1899(1), 1–7. https://doi.org/10.1088/1742-6596/1899/1/012140

Mayuni, I., Leiliyanti, E., Palupi, T. M., Sitorus, M. L., & Chen, Y. (2022). Designing Literacy E-Coaching Model for English Language Teachers of Junior High Schools in Indonesia. Teflin Journal, 33(2), 310–329. https://doi.org/10.15639/teflinjournal.v33i2/310-329

Mitana, J. M. V., Muwagga, A. M., & Ssempala, C. (2018). Assessment of Higher Order Thinking Skills: A case of Uganda Primary Leaving Examinations. African Educational Research Journal, 6(4), 240–249. https://doi.org/10.30918/aerj.64.18.083

Miterianifa, Ashadi, Saputro, S., & Suciati. (2021). Higher Order Thinking Skills in the 21st Century: Critical Thinking. https://doi.org/10.4108/eai.30-11-2020.2303766

Park, S.-I., & Kang, N.-H. (2008). An Analysis of Structural Features, Contents, and Cognitive Levels of Questions of Korea and Secondary Textbooks in the Evolution Unit. Journal of The Korean Association For Science Education, 28(7), 697–712.

Prasetianto, M. (2019). Kinds of Questions Making EFL Students Learn: Students’ Perception. JOALL (Journal of Applied Linguistics & Literature), 4(2), 162–176. https://doi.org/10.33369/joall.v4i2.7607

Pratiwi, N., & Mustadi, A. (2021). Hots-Based Learning in 2013 Curriculum: Is it Suitable? JPI (Jurnal Pendidikan Indonesia), 10(1), 128. https://doi.org/10.23887/jpi-undiksha.v10i1.22781

Pratiwi, N. P., Dewi, N. L. & Paramartha, A. A. G. (2019). The Reflection of HOTS in EFL Teachers’ Summative Assessment. Journal of Education Research and Evaluation, 3(3), 127–133. https://doi.org/10.23887/jere.v3i3.21853

Putra, T. K., & Abdullah, D. F. (2019). Higher-Order Thinking Skill (HOTS) Questions in English National Examination in Indonesia. Jurnal Bahasa Lingua Scientia, 11(1), 178–185. https://doi.org/10.21274/ls.2019.11.1.145-160

Ramadhana, N. A., Rozimela, Y., & Fitrawati. (2018). Higher Order Thinking Skills-based Questions in the Test Items Developed by Senior High School English Teachers of Padang. Journal of English Language Teaching, 7(4), 720–731.

Reeves, C. (2012). Developing a Framework for Assessing and Comparing the Cognitive Challenge of Home Language Examinations. Umalusi.

Riazi, A. M., & Mosalanejad, N. (2010). Evaluation of Learning Objectives in Iranian High-School and Pre-University English Textbooks Using Bloom’s Taxonomy. TESL_EJ, 13(4), 1–12. https://www.tesl-ej.org/wordpress/issues/volume13/ej52/ej52a5/

Serevina, V., Sari, Y. P., & Maynastiti, D. (2019). Developing High Order Thinking Skills (HOTS) Assessment Instrument for Fluid Static at Senior High School. Journal of Physics: Conference Series, 1185(1). https://doi.org/10.1088/1742-6596/1185/1/012034

Shafeei, K. N., Hassan, H., Ismail, F., & Abdul Aziz, A. (2017). Incorporating Higher Order Thinking Skill (HOTS) Questions in ESL Classroom Contexts. LSP International Journal, 4(1). https://doi.org/10.11113/lspi.v4n1.49

Silalahi, D. E., Herman, H., Sihombing, P. R., & Purba, L (2021). High Order Thinking Skill (HOTS) Questions on Learners’Writing Ability of Report Text At EFL of FKIP Universitas HKBP Nommensen. Jurnal Dinamika, 14(2), 17–32. https://doi.org/10.33541/jdp.v14i1.1295

Sofyatiningrum, E., Etty, S., Astuti, R., Hariyanti, E., Efaria, L., Krisna, F. N., & Tola, B. (2018). Muatan Hots Pada Pembelajaran Kurikulum 2013 Pendidikan Dasar. Pusat Penelitian Kebijakan Pendidikan dan Kebudayaan, Badan Penelitian dan Pengembangan, Kementrian Pendidikan dan Kebudayaan.

Utami, F. D., Nurkamto, J., & Marmanto, S. (2019). Higher-Order Thinking Skills on Test Items Designed by English Teachers: A Content Analysis. International Journal of Educational Research Review, 4, 756–765. https://doi.org/10.24331/ijere.629581

Widiati, A. S. (2012). The Levels of Thinking Skills in The Reading Comprehension Questions Given by the English Teachers of The Senior High Schools. Magister Scientiae, 31, 25–33.

Wisrance, M. W., & Semiun, T. T. (2020). LOTS and HOTS of Teacher-Made Test in Junior HIgh School Level in Kefamenanu. Journal of English Education, 6(2), 62–76. https://doi.org/10.30606/jee.v6i2.574




DOI: http://dx.doi.org/10.21462/jeltl.v8i2.1032

Refbacks

  • There are currently no refbacks.




JELTL (Journal of English Language Teaching and Linguistics); Web: www.jeltl.org; Email: journal.eltl@gmail.com

Creative Commons License
JELTL by http://www.jeltl.org is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License


Indexed and Abstracted BY: