EVALUATING HIGHER-ORDER THINKING SKILLS IN READING EXERCISES OF EFL TEXTBOOK

Abstrak

This study aimed to examine the distribution of higher-order thinking skills in the reading exercises of the Pathway to English textbook and to identify the HOTS categories included in these exercises for Grade 10 students. The writer employed an analytical approach to identify the specific characteristics of the material in the textbook. This study uses qualitative data because the data is in the form of words. The subject of this study is the reading exercises in the Pathway to English textbook for tenth-grade students in senior high school. Data were collected using a variety of instruments, namely the Pathway to English textbook, document analysis, and checklists. The results showed that the higher-order thinking skills (HOTS) in the Pathway to English textbook had a lower distribution compared to the lower-order thinking skills (LOTS).