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All Journal PREMISE: Journal of English Education and Applied Linguistics English Review: Journal of English Education Jurnal ABDINUS : Jurnal Pengabdian Nusantara Education and Linguistics Knowledge Journal (Edulink) Jurnal Pengabdian Sains dan Humaniora Jurnal Ilmiah Pengabdian dan Inovasi Indonesian Educational Research Journal Jurnal Edulanguage: Jurnal Pendidikan Bahasa
Yulita, Delti
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STUDENTS’ HIGHER ORDER THINKING SKILLS (HOTS) IN READING EXPOSITORY TEXT FOR SENIOR HIGH SCHOOL Rosari Oki, Maria; Misa, Mikhael; Yulita, Delti
Jurnal Edulanguage: Jurnal Pendidikan Bahasa Vol. 11 No. 2 (2025): Jurnal Edulanguage: Jurnal Pendidikan Bahasa
Publisher : English Study Program, Faculty of Teacher Training and Educational Sciences, Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/edulanguage.11.2.2025.11-23

Abstract

This study aims to analyze the high-order thinking skills (HOTS) of second-grade students at SMAN Noemuti in understanding expository texts. This study investigated students' abilities in evaluating, analyzing, making connections, drawing conclusions, and synthesizing information using HOTS-oriented assessments. This study used a quantitative method with a total of 25 students as samples. The results showed various levels of student competence: high, medium, and low. Evaluation and drawing conclusions were identified as the easiest skills, with synthesis as the most challenging. Students with high ability demonstrated critical thinking and creativity in applying HOTS, achieving excellent results in all categories. Students with medium ability demonstrated moderate proficiency, especially in connecting and summarizing ideas, while students with low ability experienced significant difficulties, especially in synthesizing information. Challenges faced by students included understanding complex vocabulary, handling application-based questions, and interpreting text structures. This study emphasizes the importance of tailored teaching strategies to improve HOTS, such as providing various levels of questions and engaging learning activities. This study offers insights for educators and future researchers to improve HOTS-based learning, fostering critical thinking and comprehensive reading skills that are essential for academic success.
Co-Authors Emanuel, Ulu Hano'e, Emanuel M. Y Hesni Neno, Hesni Iis Aprianti Imanuel Kamlasi Lasi, Febronia Merlin Helentina Napitupulu Mikhael Misa Rachmanda, Annisa Rosari Oki, Maria Siahaan, Desta Gloria Sinu, Gloriana Soares, Aurelia Erica B. A. Sulaiman, Eugelin Taolin, Luciana Ludowika Ignanita