Analysis of Higher-Order Thinking Skill (HOTS) in the Mid-Term Test of English Language Education Study Program Pamane Talino College of Education

Monika Widyastuti Surtikanti, Antonius Setyawan, Masfa Maiza


The implementation of Higher-Order Thinking Skill (HOTS) questions in every subject is essential to meet the challenge of 21st century. It is used to stimulate the students critical thinking in analyzing certain issue. However, the use of HOTS questions in the assessment is still limited. This research analyzes HOTS question in the mid-term test of 5 subjects in English Language Education Study Program STKIP Pamane Talino. We examine the test item using The Revised Blooms Taxonomy. The items are analyzed quantitatively and they are described qualitatively. The researchers found out that 62% of the test item classified into Lower-Order Thinking Skill (LOTS) and merely 38% test items are classified into HOTS. The finding of the research also reveals that the level of HOTS included in the mid-term test is in the level of analysis. Therefore, the lecturer should be encouraged to create the HOTS-based test item.

Full Text:



Anderson, L. W., & David R, K. (2001). A taxonomy for learning, teaching, and assessing a revision of Bloom's taxonomy of educational objective. New York: Addison Wesley Longman.

Brookhart, Susan M. 2010. How to assess higher-order thinking skills in your classroom. USA: ASCD.

Krathwohl, D.R. (2002). A revision of Bloom’s Taxonomy: An overview. Theory into practice, 41(4), 212-219. Retrieved from

Kuger, Susanne, Klieme, Eckhard, Jude, Nina. 2016. Assessing contexts of learning. Germany: Springer.

Putra, Tomy Kartika Putra, Abdullah, Debiga Fikky. 2019. Higher-Order Thinking Skill (HOTS) questions in English national examination in Indonesia. Jurnal Bahasa Lingua Scientia, 11 (1), Juni 2019.


  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.