HIGHER ORDER THINKING SKILLS ANALYSIS ON TEACHER-MADE TESTS (A Mixed Method Research at SMAN 2 Bengkulu in The Academic Year of 2021/2022)

Higher Order Thinking Skills (HOTS) is the ability to think critically, creatively,
logically and reflectively. It has embodied in the 2013 curriculum so that the teachers
must apply it in the teaching and learning process, including in constructing a test.
The objectives of this research are to investigate the proportion of Higher Order
Thinking Skills (HOTS) on the English teacher-made test based on the revised
Bloom‟s taxonomy and investigating the quality of the teacher-made tests viewed
from the proportion of HOTS. This research was a content analysis that used a mixed
method approach. The data of this research were teacher-made test sets that consisted
of 136 questions and constructed by five English teachers of SMAN 2 Bengkulu City
in the academic year of 2021/2022. The data were analyzed by understanding the
operational verbs used in each item of the teacher-made test based on the cognitive
domain of revised Bloom‟s taxonomy. Then, data were put in a checklist table based
on each cognitive domain category. After that, the data were calculated quantitatively
and interpreted qualitatively. The results showed that the proportion of HOTS was
lower than the Lower Order Thinking Skills (LOTS) of all questions on the teacher�made tests. The most frequent cognitive domain of the Bloom‟s taxonomy found on
the teacher-made test was C2 (Understand), followed by C4 (Analyze), C3 (Apply),
C1 (Remember), C5 (Evaluate), and C6 (Create). Moreover, the quality of the
teacher-made tests viewed from the proportion of HOTS was in a less proportional
criterion. In conclusion, the findings indicate that constructing a test based on the
principles of HOTS seem still problematic for Senior High School English teachers.
Keywords: Bloom‟s taxonomy, English teacher, higher order thinking skills, teacher�made test.