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All Journal Indonesian Journal of English Language Teaching and Applied Linguistics TELL - US JOURNAL
Al-Kahfi, Faksi Rana
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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Analyzing HOTS Labeled Questions in An EFL Fifth Grade Elementary School Textbook Mahardhika, Galang Adhitia; Wirza, Yanty; Al-Kahfi, Faksi Rana; Mababaya, Ahmad Dindang
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 10, No 1 (2025): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v10i1.1983

Abstract

The textbook used for fifth grade elementary students in an elementary school in Kuningan, West Java claims to offer Higher Order Thinking Skill (HOTS) questions on the cover of the textbook and some questions have been labeled as HOTS questions. This research investigated the validity of this claim, analyzing the levels of cognitive domain of each question to determine whether the labeled questions are truly HOTS questions or Lower Order Thinking Skills (LOTS) questions. This study conducted qualitative research with document analysis of HOTS labeled questions in the textbook entitled “Modul Pembelajaran Bina Prestasi Bahasa Inggris Kelas 5 Untuk SD/MI'' published by CV Larassukma which were analyzed using a revised Bloom’s taxonomy framework. Additionally, an interview with a fifth grade English teacher was conducted to explore the teacher's perspective regarding the HOTS questions in the textbook. The results revealed that most labeled HOTS questions are in fact LOTS questions (90.9%), with a majority covering Remembering (C1), followed by Understanding (C2), and Applying (C3). Only two questions were qualified as HOTS, particularly Creating (C6) questions (9.1%). The teacher's perspective mirrored these findings, indicating the inconsistency between the textbook's claims with its actual content, also discussing the textbook’s effectiveness and the teacher’s approach for implementing HOTS in the classroom. This study provides valuable insights for teachers, curriculum designers, textbook creators, and publishers, emphasizing the need for accurate representation of HOTS in educational materials to enhance the quality of future education.
EMPOWERING EFL LEARNERS: ANALYSIS OF STUDENT’S BOOK FOR LEARNER AUTONOMY IMPLEMENTATION Berlin, Astri Winandari; Wirza, Yanty; Madaresita, Madaresita; Lestari, Ayu; Al-Kahfi, Faksi Rana
TELL - US JOURNAL Vol 11, No 3 (2025): September 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i3.10153

Abstract

Learner autonomy has gained attention in English for Foreign Language (EFL) study context, but research on its promotion through EFL textbooks used in Indonesian Classroom remains limited. This study addresses this gap by evaluating ‘English in Mind’ student’s textbook facilitation of learner autonomy. A qualitative case study was employed, using Levels of Learner Autonomy Implementation Framework to analyze the textbook. The result show that the textbook facilitates learner autonomy to varying degrees, with Awareness level being the most prominent. The facilitation of higher levels of autonomy, namely Involvement, Intervention, Creation, and Transcendence were less frequent. They suggest that while the textbook supports foundational autonomy, there are gaps in promoting higher-level autonomy. This study contributes to educational theory by illustrating how textbooks can support learner autonomy in a context with limited studies. Practically, it offers insights into how textbooks can be used to foster learner autonomy in EFL classrooms. From a policy perspective, while the findings suggest that the textbook lays a foundation for learner autonomy promotion, targeted policy initiatives are needed to systematically integrate higher-level autonomy tasks and support their effective implementation in Indonesian EFL classrooms.
Co-Authors AYU LESTARI Berlin, Astri Winandari Mababaya, Ahmad Dindang Madaresita, Madaresita Mahardhika, Galang Adhitia Yanty Wirza