THE IMPLEMENTATION OF HIGHER ORDER THINKING SKILLS IN THE TEXTBOOK “WHEN ENGLISH RINGS A BELL”

Abstract

This study is qualitative particularly the content analysis. Analysis of the documentation was employed as the method of data gathering in this study. Higher Order Thinking Skills in the English Textbook "When English Rings a Bell" for SMP/MTS Class VII is the subject of this study. Data reduction, data display, and data drawing conclusions are all part of the interactive paradigm for data analysis that Miles and Huberman suggested. These findings demonstrate that the textbook's activities include tasks that vary in their reliance on LOTS and HOTS. The three activities with the highest percentages in LOTS are C1 (remembering), C2 (understanding), and C3 (applying).The percentage of HOTS is 48%, of which 10,8% are C4 (Analysis), 9,3% are C6 (Evaluation), and 27,9% are C6 (Creating). We might therefore say that Activities based on LOTS and HOTS with varying percentages are included in the textbook activities. With a percentage of 52%, LOTS activity predominates, with 29.7% C1 (remembering), 9.3% C2 (understanding), and 13.0% C3 (applying). While HOTS make up 48% of the total, comprising 10.8% C4 (analysis), 9.3% C5 (evaluation), and 27.9% C6 (creation). When English Rings a Bell for SMP/MTS Class VII 2017 Published by KEMENDIKBUD, it can be inferred that LOTS dominate the activities in the book.