Developing Reading Tasks for Higher Order Thinking Skills (HOTS) for the Eleventh Grade Students

Riani, Ani Agus (2018) Developing Reading Tasks for Higher Order Thinking Skills (HOTS) for the Eleventh Grade Students. S2 thesis, UNY.

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The aims of this study are: (1) to find out the learning needs of grade XI students, (2) to develop effective reading tasks for higher order thinking skills (HOTS) of grade XI students, which are intended to give effective supplementary and complementary materials to the students based on Curriculum 2013. This was a research and development study which adopted the design of research and development proposed by Dick, Carey and Carey (2009) and Branch (2009). This study was conducted at MA Ali Maksum Yogyakarta. The instruments were questionnaires, observation sheets, and interview guides. The needs analysis questionnaire was used to get information about the students’ needs and the try-out questionnaire was used to obtain information about the students’ responses to the reading tasks. The data obtained were analyzed qualitatively and quantitatively. The result of the need analysis indicated that most students preferred the topics related to daily life, education, social life, politics and economy. All the questions and the activities in the reading tasks were developed based on the higher order thinking questions and activities. This study developed reading tasks consisting of six units which covered exposition (analytical, hortatory) and explanation texts. The titles of the six units are Something is the Case, Do You Really Know the Risks?, Things You should Realize, You Need to Do It, How could It Happen?, and Explain This. Each unit consists of a unit title and objectives, pre-reading tasks, while-reading tasks, post-reading tasks, reflection, and summary. The effectiveness of the product was obtained through students’ English pretest and posttest score. There were the experiment class (XI IPA A) and the control class (XI IPS B) in this research design. The T-test was used if the data were normal and homogeneous, while Mann-Whitney U test was used if the data were not normal or heterogeneous. The mean score of the pretest of the experiment class was 47.19 while that of the control class was 39.06. After learning using HOTS reading tasks, the experimental class obtained the mean score of 87.03 in the posttest, while that in the control class was 47.97. The improvement in learning achievement could be seen from the mean of N-Gain in the experimental class which was 0.81 (high category) and the control class 0.11 (low category). The control class and the experiment class had significantly different learning results. The students’ response to the developed tasks is within the data interval

Item Type: Thesis (S2)
Subjects: Pasca Sarjana
Divisions: Sekolah Pascasarjana (SPS) > Program Pascasarjana > Linguistik Terapan
Date Deposited: 19 Oct 2018 02:46
Last Modified: 04 Nov 2022 02:30

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