EFL Learners’ Comprehension of Extensive Reading Based on Higher Order Thinking Skills.
Abstract
This study, conducted at a private university in Kuningan, West Java, aimed to understand the comprehension of learners based on Higher Order Thinking Skills (HOTS) in Extensive Reading classes as well as to identify the reasons why some students find it challenging to understand reading based on HOTS in these classes. The three steps of the HOTS definition by Anderson and Krathwohl (2001) were analysis (C4), evaluation (C5), and creation (C6). The research is descriptive-qualitative, and the methods for gathering data include interviewing and observation. Second-semester students at a private university in Kuningan, West Java, served as the study's subjects. The observation's findings showed that the majority of second-semester students were capable of analyzing the information (Analyzing, C4), evaluating the text's main ideas (Evaluating, C5), and coming up with new ideas to use in other situations (Creating, C6), whether outside of the classroom or on other occasions. Moreover, based on the results of interviews with 10 students in the classroom, there were 5 main factors that affect the students’ reading comprehension based on HOTS which were: lack of vocabulary, lack of focus, lack of time, not having basic knowledge and not interesting in reading.
References
Aliyeva, M. S. (2021). Advantages and disavantages of extensive reading (GTIMSC-8). Archive of Conferences.
Burns, M. K., Maki, K. E., Karich, A. C., & Coolong-Chaffin, M. (2017). Using performance feedback of reciprocal teaching strategies to increase reading comprehension strategy use with seventh grade students with comprehension difficulties. Learning Disabilities: A Multidisciplinary Journal, 22(1), 21–33. https://doi.org/10.18666/ldmj-2016-v22-i1-7991
Day, R. R., & Bamford, J. (2004). Extensive Reading in the Second Languange Classroom. University Press.
Hadiwijaya, M., & Adi, A. (2018). MULTICULTURAL BASED LEARNING IN INCREASING STUDENTS’ TOLERANCE ATTITUDE. Journey: Journal of English Language and Pedagogy, 1(1), 23-31. https://doi.org/10.33503/journey.v1i1.219
Ifanc, C., & Wales, Y. (2010). Guidance on the teaching of higher-order reading skills: Inset opportunities for teachers of all subjects across the curriculum at key stages 2 and 3. Welsh Assembly Government.
Lusi, S. (2019, May 6). Semuel Lusi | Center for Critical Thinking Development (CCTD ... Lemahnya Keterampilan Membaca Kritis. https://www.researchgate.net/profile/Semuel-Lusi
Nurmaharaeni, Nappu, S., & Hambali, U. (2022). The implementation of higher-order thinking Skill (hots) in learning reading for EFL learners. English Language Teaching Methodology, 2(1), 54–64. https://doi.org/10.56983/eltm.v2i1.70
Silalahi, D. E., Herman, H., Sihombing, P. S., Damanik, A. S., & Purba, L. (2022). An analysis of students’ achievement in reading comprehension through higher order thinking skills (HOTS). AL-ISHLAH: Jurnal Pendidikan, 14(2), 1853–1868. https://doi.org/10.35445/alishlah.v14i2.1249
Silalahi, L. H., Sitorus, M. M., Rajagukguk, H., Panggabean, N., & Nasution, J. (2021). The Effect Of Higher-Order Thinking Skill In Reading Comprehension. Ideas : Journal on English Language Teaching & Learning Linguistics and Literature, 9(1), 455–463. https://doi.org/ 10.24256/ideas.v9i1.1895
Thamrin, N. R., & Agustin, S. (2019). Conceptual variations on reading comprehension through higher order thinking skills (HOTS) strategy. English Review: Journal of English Education, 7(2), 93–100. https://doi.org/10.25134/erjee.v7i2.1777
Yin, R. K. (2016). Qualitative Research from Start to Finish (2nd ed.). The Guilford Press.
Copyright (c) 2023 Trisha Fitri Pramaysella; Nani Ronsani Thamrin; Endang Darsih
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Journey: Journal of English Language and Pedagogy by http://ejurnal.budiutomomalang.ac.id/index.php/journey/index is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
