Higher order thinking skills : an analysis of reading tasks in a Malaysian year four English textbook /
Higher order thinking skills (HOTS) in language learning is the key to creating proficient and skilled readers. Hence, HOTS questions are regarded as a powerful tool to develop learners' ability to engage in divergent thinking. Richards and Rogers' Approach-Design-Procedure (1986) was empl...
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| Main Author: | |
|---|---|
| Format: | Thesis |
| Language: | English |
| Published: |
Kuala Lumpur :
Kulliyyah of Education, International Islamic University Malaysia,
2019
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| Subjects: | |
| Online Access: | http://studentrepo.iium.edu.my/handle/123456789/3879 |
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| LEADER | 037130000a22002890004500 | ||
|---|---|---|---|
| 008 | 190410s2019 my a f m 000 0 eng d | ||
| 040 | |a UIAM |b eng |e rda | ||
| 041 | |a eng | ||
| 043 | |a a-my--- | ||
| 100 | 0 | |a Siti Sarah binti Sukor, |e author | |
| 245 | 1 | 0 | |a Higher order thinking skills : |b an analysis of reading tasks in a Malaysian year four English textbook / |c by Siti Sarah binti Sukor |
| 264 | 1 | |a Kuala Lumpur : |b Kulliyyah of Education, International Islamic University Malaysia, |c 2019 | |
| 300 | |a xiv, 136 leaves : |b illustrations ; |c 30cm. | ||
| 336 | |2 rdacontent |a text | ||
| 347 | |2 rdaft |a text file |b PDF | ||
| 502 | |a Thesis (MED)--International Islamic University Malaysia, 2019. | ||
| 504 | |a Includes bibliographical references (leaves 105-117). | ||
| 520 | |a Higher order thinking skills (HOTS) in language learning is the key to creating proficient and skilled readers. Hence, HOTS questions are regarded as a powerful tool to develop learners' ability to engage in divergent thinking. Richards and Rogers' Approach-Design-Procedure (1986) was employed as the underlying theoretical framework to guide this mixed-method study in analysing an English textbook. A textbook analysis was conducted to look at to which extent HOTS were presented in the reading tasks in the English Year Four textbook. The focus of the study was on HOTS such as applying, analysing, evaluating and creating according to Revised Bloom's Taxonomy (2001), which has been used widely by instructors to classify the learning objectives, standards, and questions for assessments to improve critical thinking skills among students. Questions from the reading tasks were analysed and categorised using analysis sheets constructed according to six Revised Bloom's Taxonomy levels. The analysis sheets were piloted, and two experts validated the usefulness of the instrument to categorise the questions in the reading tasks. Two experts validated the data from the textbook analysis, and upon discussion, .83 agreement was attained. Another part of the mixed-method design in this study utilised semi-structured interviews. The interviews were carried out to capture English teachers' perceptions on how HOTS were treated in the reading tasks. The three teachers were selected using purposive sampling procedures. Results from the textbook analysis and interviews revealed that HOTS were not covered adequately in the reading tasks. The teachers' interviews transcriptions analysis procedures deployed thematic analysis and two themes emerged namely; internal and external factors, which describes the teachers' perceptions on the treatment of HOTS in the reading tasks. The teachers highlighted that they stumbled in the reading lessons when dealing with students of different English proficiency and literacy issues as the external factors. While positive perception towards HOTS was the internal factor that is significant and contributed to the inculcation of HOTS. This study proposed that teaching and learning materials' revision are needed to support teachers in inculcating HOTS in the reading lessons. | ||
| 596 | |a 1 | ||
| 655 | 7 | |a Theses, IIUM local | |
| 690 | |a Dissertations, Academic |x Department of Language and Literacy |z IIUM | ||
| 710 | 2 | |a International Islamic University Malaysia. |b Department of Language and Literacy | |
| 856 | 4 | |u http://studentrepo.iium.edu.my/handle/123456789/3879 | |
| 900 | |a sbh to aaz | ||
| 999 | |c 440710 |d 471901 | ||
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