An analysis of LOTS and HOTS questions in English teacher-made final test items: A case study of the eighth grade in SMPN 17 and SMPN 50 Bandung

Rahmah, Tiane Aulia (2019) An analysis of LOTS and HOTS questions in English teacher-made final test items: A case study of the eighth grade in SMPN 17 and SMPN 50 Bandung. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

This study was intended to analyze the LOTS and HOTS questions: 1) to know the composition of LOTS and HOTS question of English teachermade items in the eighth grade in SMPN 17 and SMPN 50 Bandung, (2) to reveal what is the most frequent cognitive dimension of LOTS and HOTS question of English teacher-made items in the eighth grade in SMPN 17 and SMPN 50 Bandung. This study used a qualitative research design, specifically a case study. The participants were two teachers of the eighth grade students of SMPN 17 and SMPN 50 Bandung in the Academic Year 2018/2019. The participants were selected purposively based on the best-inform teacher. To obtain the data, semi-structured interview and document analysis were used. The semi-structure interview data was aimed to know the view of the teacher based on LOTS and HOTS questions. Then, the document analysis was conducted to know the composition of LOTS and HOTS question and what the most frequent cognitive dimension in the test is. The findings showed that the SMPN 17 Bandung has 35 questions categorized as LOTS question and 15 questions categorized as HOTS question. The most frequent cognitive dimension level used in this test is remembering (C1). There are 16 questions categorized as remembering (C1). The least frequent cognitive dimension level is analyzing (C4). Meanwhile, in the SMPN 50 Bandung, there are 37 categorized as LOTS questions and 13 questions categorized as HOTS questions. The most frequent cognitive dimension is remembering (C1). There are 16 Remembering (C1) questions. In conclusion, this research shows that the used of LOTS and HOTS question in English final test items can engage the students’ HOTS. Then, this research was recommended to implement the HOTS question in the test. Especially the three upper of Bloom’s taxonomy aspect; analyzing evaluating and creating.

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