An Analysis on Higher Order Thinking Skill (HOTS) in Compulsory English Textbook for the Twelfth Grade of Indonesian Senior High Schools

This research aimed to investigate the composition of higher-order thinking skills (HOTS) in language tasks of the English textbook “Bahasa Inggris SMA/MA/SMK/MAK kelas XII Edisi revisi 2018”; and to explain the dominant cognitive dimension used in this textbook. The design of this research was descriptive quantitative, and the Instruments of data collection were a table checklist and an analysis card. This research classified used content analysis. The researcher separated all the tasks in the textbook, depending on the topics. The researcher read all the textbook tasks to find out the results and identify all the tasks. The researcher identified the higher-order thinking skill contained in the table form. The analysis card was used as the guideline to bring the instruction questions into an acceptable portion of higherorder thinking capacity. The results showed that the composition of Higher Order Thinking Skill (HOTS) presented in the language skill tasks are lower than the Lower Order Thinking Skill (LOTS). Also, the most dominant cognitive dimension used in the language skill tasks of this textbook is remembered (C1), with 41%. Hence, it is not enough if the teacher just only uses the English textbook as a teaching tool to improve students HOTS ability.


Introduction
A textbook has an important role in the teaching and learning process. In general, the textbook is used as a guideline for the teacher to deliver learning material. Damayanti (2019) states that the English textbook contains several materials, instruction, and tasks to improve students" ability in English. It is very helpful both for students and teachers. It helps the teachers to give the appropriate materials to the students systematically. Febrina et al. (2019) declare that a textbook

Rezita, Wisma, Indah
An Analysis on Higher Order Thinking Skill (HOTS) in Compulsory English Textbook can be a reference for teachers and students in the educational process, especially in language learning.
The availability of textbooks is one of the essential components that must exist in the learning process. Textbook books play an important role in providing clarity content of teaching. It helps students in applying the curriculum, and it helps teachers to choose the appropriate method used in classroom activities. In line with Margana & Widyantoro (2017), they state that textbooks serve as a guide for students and their teachers of any level of education to be actively engaged in classroom practices. As teaching sources, textbook usually becomes the main source of material that will be given by the teacher to their students, especially in giving tasks. In line with Anasy (2016), who argues that in Indonesia, textbooks are considered to be one of the primary teaching and learning tools in most EFL classrooms. It can be inferred that both teachers and students should be supplied with useful resources of tasks and activities in a textbook (Febrina et al. 2019).
Suitability of the contents of the textbook affects the understanding of the students. In getting the appropriate textbook, the teacher should be selective in choosing a good or appropriate book to be used. Also, in referring to the details and comments, it can be interpreted that any aspects of the textbook, in particular the English textbook, should be continuously monitored and checked as one of continuous improvement (Anasy, 2016). Many things need to be evaluated to get a textbook component that corresponds to the needs of students. "Many aspects in the coursebook need an evaluation, one of the aspects is the task or the tasks" ("Ilma, 2018). In line with Anasy (2016), who implies that other elements of the textbook need to be evaluated, such as textbook design, training, textbook instructions, and teaching materials that affect and motivate the students in applying the skills contained in the textbook.
Curriculum 2013 has been implemented in Indonesia for almost seven years. The curriculum 13 focuses on the student-centered rather than the teacher-centered.
Curriculum renewal in Indonesia demands an increase in higher-order thinking skills (HOTS). Since the Indonesian curriculum has been updated into the curriculum 2013, the government requires teachers to assist students in prioritizing their critical thinking through the Educational Quality Insurance Institution (LPMP). This involves assessing, examining, and generating HOT (Higher Order Thinking). By practicing tasks on

Rezita, Wisma, Indah
An Analysis on Higher Order Thinking Skill (HOTS) in Compulsory English Textbook questions that contain HOTS, it can improve the critical thinking skills in students, but this is still questionable. In line with Anasy (2016), he claims that many tasks involving the higher-order thinking ability in the curriculum may still be problematic in practicing the higher-order thinking skill. This is because some comments assume that some textbooks contain only a few HOTS tasks. Moreover, the more HOTS content in a textbook, the greater the probability of HOTS to be trained and taught to the students (Pratama & Retnawati. 2018).
There are some previous studies about the implementation of HOTS (higher-order thinking skills) in the English textbook. They were first conducted by " Ilma (2018) entitled "An Analysis of Reading Tasks  Ministry of Education and Culture. The purpose is to make sure that the textbook has been supporting the students in encouraging their competence to survive in the English communication environment by providing higher-order thinking skills in the tasks.

Rezita, Wisma, Indah
An Analysis on Higher Order Thinking Skill (HOTS)

Research Methodology
In this research, the researcher used descriptive quantitative research design to analyze the data. Nanda (2019) states that quantitative analytical allow the reporting of summary results in numerical terms to be given with a specified degree of confidence. The writer used statistical calculation to determine the contribution of each level of Bloom's taxonomy, especially the level of higher-order thinking skills.
Moreover, the researcher has classified this research as a documentary or content analysis. Ary et al. (2006) state that content analysis focuses on analyzing and interpreting recorded material to learn about human behavior. The material may be public records, textbooks, letters, films, tapes, diaries, themes, reports, or other documents. The researcher analyzed the content of the textbook.
One of the aims of this approach was to use the revised taxonomy of Bloom to classify the higher-order thinking skills in instruction questions posed in the English Textbook entitled Bahasa Inggris SMA/MA/SMK/MAK kelas XII Edisi revisi 2018 published by Ministry of Education and Culture. Furthermore, the data collected were quantitative; it organized Higher order thinking skills (HOTS) from an English coursebook, and so interprets the data.
The source of the data of this research was the English Textbook for Grade XII entitled "Bahasa Inggris SMA/MA/SMK/MAK Kelas XII" was published by Pusat Kurikulum dan Perbukuan Balitbang Kemendikbud in 2018. This is the revised edition textbook. This textbook was designed for senior high school (SMA/MA/SMK/MK) grade XII. It includes the materials in all four basics English Skills, listening, reading, speaking, and writing, and also the language components; they are grammar and vocabulary. A grammar task is also needed for the students. Yunita (2016) declares that in the process of learning a new language, one cannot be away from learning the grammar. Learning a language means learning grammar. Thus, if the students mastered grammar, it will help them learning speaking and other skills (Syafryadin, et al. 2019) The instruments of this research were a table checklist that was adapted from Anasy (2016), and an analysis card that was adapted from Anderson & Krathwohl (2001). Both of these instruments were conducted using Revised Bloom"s Taxonomy.
In this research, the researcher used inter-rater reliability because of this research using two raters. The method used was Holsti"s Method. Cited in Wang (2011), Holti"s system is a variation of percentage agreement measurement.

Rezita, Wisma, Indah An Analysis on Higher Order Thinking Skill (HOTS) in Compulsory English Textbook
Reliability means consistency and dependability. Brown and Abeywickrama (2010) state that a reliable test is consistent in its conditions across two or more administrations. If the same test is given to the same student or matched students on two different occasions, the test should yield similar results.
In this research, the researcher collected and listed all of the tasks in the textbook. The researcher separated all the tasks in the textbook, depending on the topics. The researcher read all the textbook tasks to find out the results and identify all the tasks. The researcher identified the higher-order thinking skill contained in the table form. The researcher identified the higher-order thinking skill contained in the table form. The analysis card was used as the guideline to bring the instruction questions into an acceptable portion of higher-order thinking capacity.
In this research, the practical steps of data analysis used cited in Lestari (2019) as follows: analyzing the documents, classifying, coding, tabulating, analyzing, and reporting.

Findings
In this textbook, there were 99 tasks from 11 chapters. It consists of 26 speaking skill tasks, 35 reading skill tasks, 25 writing skill tasks, and 13 listening skill tasks. The tasks were analyzed one by one. The results of the investigation were shown in the table below:  (C6) with 0%.

Discussion
This study reveals that in the overall language skill tasks analyzed in "Bahasa The government expects students to achieve various competencies with the application of HOTS or Higher Level Thinking Skills (Ariyana et al., 2018). Hence, it is not enough if the teacher just only uses the English textbook Bahasa Inggris SMA/MA/SMK/MAK Edisi Revisi 2018 as a teaching tool to improve students HOTS ability, because this textbook emphasized more rather than HOTS. In line with Zaiturrahmi et al. (2017) declares that difficult to accomplish the job of challenging learners to be HOTS since the tasks in the textbook focused solely on LOTS. Obviously, they were unaware of the mindset of the K13 program, which was supposed to build students ' higher thinking skills.
Moreover, the difference of HOTS"s compositional percentage is quite big between one and another, where Analyze (C4) has the lowest composition. This is in contrast to the study conducted by Anasy (2016) in the textbook entitled Pathway to English textbook for 11th grade and " Ilma (2018) in the textbook entitled Bright for 7 grade, where Analyze (C4) has the highest composition of the three other levels. It might happen because this is the first level of HOTS; it is not too difficult to do for students, so there are not so many tasks needed at this level. It is supported by Igbaria (2013) that states all educators are aware that this is the first stage of higher thinking processes, so it wouldn't be too difficult for students to deal with such issues.
Create (C6) obtained the highest composition. It is quite surprising if comparing to another study conducted by Anasy (2016), which found that create (C6) has a null contribution.
From 11 chapters in the textbook, Chapter 4: Do you know how to Apply for Job? It has the highest composition of HOTS with 42%. It consists of three-level of

Conclusion
Based on the result from the previous chapter, the researcher concludes that the cognitive dimension in each task presented in an imbalance portion. It is dominated to remember (C1), followed by understanding (C2), Create (C6), Apply (3), Evaluate (5) Obviously, they were unaware of the mindset of the K13 program, which was supposed to build students ' higher thinking skills.

Suggestion
The Teachers The

Further Researchers
Since this research is limited to the instructional question of language skills in an English textbook, for further researchers who interest in conducting the study under the same topic can language components such as grammar and vocabulary, different subjects such as national examination test items, and the various textbooks.
This research also limited to an integrated level that found in this textbook, the researcher just only focuses on one level in it, for further researcher possible to analyze the integrated level contained in this textbook.
Moreover, the further researcher can develop the English teaching materials by considering the result of this study which provide the balance portion of the cognitive domain and increase Higher Order Thinking Skill (HOTS).