An Analysis of HOTS/LOTS in the Reading Questions of an English Worksheet for Eleventh-Grade Students

MD, Farhan Tsani (2026) An Analysis of HOTS/LOTS in the Reading Questions of an English Worksheet for Eleventh-Grade Students. Skripsi thesis, Universitas Islam Negeri Imam Bonjol Padang.

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Abstract

Reading questions play an important role in developing students' thinking skills, yet many English learning materials in Indonesia still emphasize lower-level cognitive processes. This study aimed to determine the proportion of Lower Order Thinking Skills (LOTS) and Higher Order Thinking Skills (HOTS) in the reading questions of an English worksheet for eleventh-grade senior high school students, based on the Revised Bloom's Taxonomy (Anderson & Krathwohl, 2001). A descriptive qualitative content analysis was used to examine 105 questions from 12 reading tasks in Unit 4 (Environmental Awareness) and Unit 5 (Personal Money Management). Each question was classified into cognitive levels C1–C6 using a checklist, and the results were presented as percentages. The findings show that LOTS dominated the worksheet with 94 questions (89.52%), consisting of Remembering (C1) with 44 questions (41.90%), Understanding (C2) with 25 questions (23.81%), and Applying (C3) with 25 questions (23.81%). HOTS accounted for only 11 questions (10.48%), all at the Analyzing (C4) level, while Evaluating (C5) and Creating (C6) were absent. Although the worksheet's themes and texts are aligned with the Merdeka Curriculum, this imbalance offers students limited opportunities to develop critical and creative thinking. Therefore, worksheet developers and teachers are encouraged to include more HOTS questions, especially at the evaluating and creating levels.

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