HIGH ORDER THINKING SKILLS LEVEL OF READING COMPREHENSION TASKS IN ENGLISH TEXTBOOK “PATHWAY TO ENGLISH” FOR GRADE X OF SENIOR HIGH SCHOOL

The objectives of this study are to analyze the dominant level of HOTS implemented in reading comprehension tasks and to elaborate HOT distributed in reading comprehension tasks in English textbook „Pathway to English‟ for grade X of Senior High School. This study conducted by using descriptive qualitative research especially content analysis method to describe the phenomena in the data. Data collected through observation and document analysis. Observing results
were analyzed based on theory of Higher Order Thinking Skills revised edition of Bloom‟s taxonomy by Krathwhol and Anderson (2001) which consisted of analyzing, evaluating and creating. Then document analysis used checklist table
based on theory Janah (2020) that answer the research questions and fulfill the research objectives involved the ability of higher order thinking skills (HOTS) in reading tasks. The result shows that the most dominant level of high order thinking skills of reading comprehension tasks in English textbook for grade X is analyzing (C4) which obtained 51 out of 214 reading comprehension tasks. The
distribution of High Order Thinking Skills gained 44.39% in English textbook, where divided to Analyzing skill (C4) with the percentage is 23.83%, Evaluating skills (C5) is 13.55%, Creating skills (C6) is 7.01%. It can be summed that the
Higher Order Thinking Skills is still lower compare to Lower Order Thinking Skills where the representation reading comprehension tasks is 95 out of 214 totals of tasks.