AN ANALYSIS OF HOTS IN MERDEKA CURRICULUM ENGLISH TEXTBOOK “PATHWAY” TO ENGLISH PUBLISHED BY ERLANGGA FOR GRADE X OF SENIOR HIGH SCHOOL

Higher order thinking skills (HOTS) are there upper cognitive processes of bloom’ s revised
taxonomy by Anderson and Krathwohl (2021) which consist off analyzing, evaluating, and
creating. This research aimed to investigate the composition of HOTS (Higher Order
Thinking Skill) in language tasks and knowledge of the English textbook on titled “Pathway”
To English For SMA/MA Grade X and to explain the dominant cognitive dimension used in
this textbook. The design of this research was descriptive qualitative. This research is
classified as a content analysis. A table checklist based on the cognitive domain of the revised
Bloom’s taxonomy was the instrument of this research. The findings of the research indicate
that for language skills, this book is more concerned with HOT than LOTS with the
percentage of HOTS at 58,34% and LOTS at 41,66%. The result showed The most dominant
level of thinking skill of language skill in this book is analyze (C4), followed by apply (C3),
remember (C1), create (C6), evaluate (C5), and understand (C2). For knowledge, it can be
concluded that the composition of the Higher Order Thinking Skill (HOTS) presented in the
instruction question on the English Textbook is not lower than the Lower Order Thinking
Skill (LOTS) with the percentage of HOTS at 20,83% and LOTS at 79,17%. The dominant
composition is Apply (C3), followed by Remember (C1), Apply (C4), and Understand (C2).
The researcher concludes that for language skill and knowledge, the cognitive dimension of
each instruction question is present in the imbalance portion. Based on the result, this book
has followed the ministry of education regulation and mereka curriculum in providing HOTS
material in the teaching and learning process for language skills and proving LOTS material
for knowledge because grammar and vocabulary teach the basics of language. It is suggested
for teachers who use this book to be innovative, and creative, even teachers can adapt from
other sources in giving instruction to develop students’ critical thinking.