CREATIVE ACTIVITIES (ICA) AND READING TEXT HIGHER ORDER THINKING

SKILLS (READTHOTS) APPLICATION IN ENGLISH LANGUAGE

TEACHING (ELT): EFFECTS AND CHALLENGES

Khairunnisa Hattaa, Ika Merdeka Sari

a
Muhammadiyah University of Parepare, Jl. Jend. Ahmad Yani No.8, Parepare, Indonesia
Corresponding e-mail: khairunniabintihatta@gmail.com, ikamerdekasari86@gmail.com

ABSTRACT
Reading Comprehension still seems to be difficult to be learnt by students as some factors hinder
them to understand the text. This paper evaluated in English Language Teaching (ELT) in
Muhammadiyah University of Parepare. This paper focused to see the effect of Creative Activities
(ICA) group and No Creative Activities (INCA) group that examines the Reading Text for Higher
Order Thinking Skills (ReadTHOTS). For more clarification, Bloom’s taxonomy poses six cognitive
skill through which thinking processes pass from the bottom to the top. Observations in the studies
reviewed support the existence of a connection between ICA and ReadTHOTS Davis (2004). and
three higher order thinking skills in Bloom’s taxonomy: analysis, synthesis, and evaluation. The
group showed that the ICA improved the students’ mean score in ReadTHOTS. This research also
revealed that the effect of ICA and NICA usage in ReadTHOTS increased the students’ interest in
reading. Also it helped students a lot in creative and ideas as well as improving their self confidence in
manipulating information and ideas. The students’ responses were good and suggested to be used in all
subjects of lecture especially in ELT.
Keywords : ICA, ReadTHOTS, ELT

Background of the Study this study is interested in the advancement of

In this globalization era, English is the first
language and the first position in the world of
communication. It plays an important role in
developing science and technology. Indonesian
citizenly possessing advance skill in PAKEM
(Learning, Active, Creative, Efficient and
Enjoy full). The students of today will
compose their critical thinking abilities that
will enable the to make sound decisions and
informed choices.
If the students have not interest and
comprehension in reading, teacher must have
strategic to get motivation to the students. One
way to increase student’s interest and
comprehension in reading textbooks by using
Higher order thinking skill . Moreover, it has
been conducted on the level of achievement
test because most teachers' teaching activities
are oriented towards exams, so they neglect
what is excluded from the exam. Besides,
exam wash back influences educational
policies and book designing and designers, it
incites them to reevaluate textbooks and
educational plans to compensate for
weaknesses
The poor performance of students’ of
UMPAR. These studies were all concerned
with the development of problem solving and
critical thinking abilities of students. Similarly,
higher order cognitive abilities of students.
Unlike Handa’s research which focused on
practical problem solving tasks, this study
aimed at enhancing students’ higher order
thinking skills, using creative activities in
classroom instruction. The main purpose of
this study was to investigate the possible
influence of creative activities in reading on
the fourth semester of students’ higher order
thinking skills.
This study addressed the following questions:
Do students who were exposed to
Instruction with Creative Activities (ICA) have
a higher mean posttest score than the students
who were exposed to Instruction with No
Creative Activities (INCA) in the Reading Test
for Higher Order Thinking Skills
(ReadTHOTS)? And, do students who were
exposed to ICA have a higher mean gain score
from pretest to posttest in the ReadTHOTS
than the mean gain score of students with no
creative activities?
a. Definition of reading comprehension
Many definitions have emerged
concerning the reading skill due to its
importance among the other skills. Thus,
many specialists affirm until comprehension
has taken place". Millrood (2011: 117)
confirms that " the importance of reading.
2│Jurnal Pendidikan BUM .Vol.3. No.1 Februari 2019
Savage and Mooney (1979: 29) say that
"comprehension - the ability to derive
meaning and understanding from printed
language – is the communication of the act of
reading. Reading is the language activity –
since language is a tool of communication
and communication involves the reception as
well as the expression of ideas, then the act
of reading is not complete reading is a visual
and cognitive process to extract meaning
from writing by understanding the written
text processing information and relating it to
existing experience".
The researcher concludes from the
above listed definitions that reading is meant
for getting meaning encoded by the writer
from the text. It is an interactive skill in
which the reader interacts with the text and
employs his experience and previous
knowledge to get the intended meaning.
Besides, a reader uses his/her cognitive and
meta cognitive strategies in order to make
sense and to get the target message the author
wants to convey.
1. Types of Reading
There are two well-known types of
reading, namely intensive reading and
extensive reading. Below is a detailed
overview of the two types.
a) Intensive Reading
This type of reading includes
reading shorter texts in order to extract
specific information. Grellet (1996: 4) terms it
as "an accuracy activity" that involves reading
in detail. Bright and McGregor (1970:
80) remar parts of lessons that may properly
be so divided. In the middle of a chapter, we
may stop to dwell on one word. This is
intensive study". In this context, Hamdan
(1991) explains that the emphasis in intensive
reading is on details that support the main
points picked out at the skimming level.
Thus, the aim of intensive reading, according
to Nuttall (1996: 68), is:
……to vearriatan understanding,
not only of what the text means,
but of how the meaning is
produced. The "how" is an
important as the "what", for the
intensive lesson is intended
primarily to train strategies
which the student can go on to
use with other texts
The researcher concludes that this type of
reading leads learners to better reading in
details with specific information. Thus, they
may search for specific names, dates, places,
or numbers.
b) Kind of Reading Technique
There are three kinds of reading
techniques that are commonly knows, they are
survey, skimming, and scanning.
1) Survey Reading
Before reading, we must analyze the
material first; Brown (1987:930) in
Roslinawati (2004) says that surveying is a
specialized for getting mountain top news of
an article chapter or entire book. By surveying
a reader will be familiar with the chapter’s
content and it helps him to give a general point
of view.
2) Skimming
Skimming is a kind of reading that make
our eyes move quickly in order to get the main
idea from the reading material. Skimming
gives readers the advantage of being able to
predict the purpose of the passage, the main
topic, or massage, and possibly some of the
developing or supporting ideas. This gives
them a head start as they embark on more
focused reading, Brown (2000:308).
3) Scanning
Scanning is read the text quickly to
answer a specific question. Scanning enable
people to locate specific information without
reading all the text around it. Brown
(1987:138) in Roslinawati (2004) states that
scanning serves two function, it is uncovers
relevant information and accelerates your
reading speed comprehension.
b. The concept of Higher Order Thinking
Skill
Several authors have offered their
descriptions of what exemplifies a higher order
thinking skill (Resnick as cited by Lawrenz,
1990; Callison, 2002; Presseisen as cited by
Hernandez, 1991; Zoller, 1993; Zoller,
Lubezky, Nakhleh, Tessier, & Dori, 1995).
Bloom’s
Taxonomy of Educational Objectives (Bloom,
Englehart, Furst, Hill, & Krathwohl, 1956) for
designing instruction has also been widely
used to distinguish lower and higher order
thinking
skills.
This study focused on the top three cognitive
processes considered as higher order
thinking skills. Hence, Table 1 presents the
 Khairunnisa Hatta & Ika Merdeka Sari. Creative Activites (ICA) And Reading…│ 3

processes—analyze, evaluate, and create—as with their child. Review reading material
described by Anderson and Krathwohl (2001).t together and ask questions that help make
of us don't think about thinking — we just do connections and see analogies. Rather than
it. But educators, parents, and legislators have simply asking, “ what was the story about?”
been thinking more about thinking, and also ask “ How was this story like another you
thinking about how we want teachers to teach have read?” Encourage the reader to identify
our students to think. problems or dilemmas so they see themselves
In fact, various definition of them HOTS were as problem solvers. Ask how a situation in the
provide by several specialists who are story or text could affect others characters.
interested in the field. Consider the following: This will help students develop empathy and
understand different viewpoints as well as
HOTS involves the transformation of
consequences.
information and ideas. This
Help students think beyond the story by asking
transformation occurs when students
what could have done differently for a better
analyze ,combine facts and ideas and
outcome. This invites creative thinking and
synthesize, generalize, explain, or
problem solving-skill essential in a competitive
arrive of some conclusion or
market place. Good reading comprehension
interpretation. Manipulating
skill do more than allow students to make
information and ideas through these
sense of what they read. By using higher order
processes allows students to solve
thinking skill they can use new information to
problems, gain understanding and
make help make sense of their world through
discover new meaning (Tomei, 2005)
analysis, synthesis, and evaluation.
Higher order thinking, or "HOT" for short,
Table 1
takes thinking to higher levels than restating Cognitive process dimension
the facts. HOT requires that we do something Categories and Alternative Definition
with the facts. We must understand them, infer cognitive names
from them, connect them to other facts and processes
concepts, categorize them, manipulate them, ANALYZE Break material into its constituent parts
and determine how the parts relate to one another
put them together in new or novel ways, and and to an overall structure or purpos
apply them as we seek new solutions to new 1. discriminating distinguishing
problems. Following are some ways to access Differentiating , relevant or
higher order thinking. distinguishing, important from
Higher order thinking is thinking on a level focusing irrelevant or
unimportant parts
that is higher than memorizing facts or telling of presented
something back to someone exactly the way it material
was told to you. When a person memorizes and 2. Organizing finding determining how
gives back the information without having to coherence, elements fit or
think about it, we call that rote memory. That's integrating, function within a
outlining structure
because it's much like a robot; it does what it's 3. Attributing deconstructing determine a point
programmed to do, but it doesn't think for of view, bias,
itself. values, or
Higher order thinking, or "HOT" for short, intentunderlying
presented material
takes thinking to higher levels than restating
EVALUATE Make judgments based on criteria and
the facts. HOT requires that we do something standards
with the facts. We must understand them, infer 1. 1. Checking coordinating, detecting
from them, connect them to other facts and 2. detecting, inconsistencies
concepts, categorize them, manipulate them, monitoring, within a process
testing or product;
put them together in new or novel ways, and detecting the
apply them as we seek new solutions to new effectiveness of a
problems. Following are some ways to access procedure as it is
higher order thinking. being
How to strengthen higher order thinking skill implemented
2. Critiquing judging detecting
for better reading comprehension inconsistencies
Parents can help their students develop higher between a product
order thinking skills with a little sit-down time and external
criteria; detecting
4│Jurnal Pendidikan BUM .Vol.3. No.1 Februari 2019

the problem in one's own paraphrases, rewrites.

appropriateness of words.
a procedure for a Application: use a Examples: Using what
given problem
concept in a new you know about the
CREATE Put elements together to form a coherent or
situation or structure of the stories
functional whole; reorganize elements into a
new pattern or structure unprompted use of read in class, write a new
1. Generating hypothesizing coming up with an abstraction. story of your own.
alternative Applies what was Key words: applies,
hypotheses based learned in the cla changes, computes,
on criteria ssroom into novel demonstrates, discovers,
2. Planning designing devising a situations in the work manipulates, operates,
procedure for place. predicts, prepares,
accomplishing relates, shows, solves,
some task
uses.
3. Producing constructing inventing a
product
Analysis: Separates Examples: Break the
material or concepts story down into its
Note. From “A Taxonomy for Learning,
into component parts separate parts, describing
Teaching, and Assessing”, by L. W. Anderson so that its how they relate.
and D.R. Krathwohl, 2001, New York: organizational Key words: analyzes,
Longman, p. 68. structure may be breaks down, compares,
understood. contrasts, diagrams,
As mentioned earlier, the cognitive domain Distinguishes deconstructs,
(Bloom, 1956) involves knowledge and the between facts and differentiates,
development of intellectual skills. It also inferences. discriminates,
includes the six major categories; knowledge, distinguishes, identifies,
comprehension, application, analysis, synthesis illustrates, infers,
and evaluation. It's noticeable that the outlines, relates, selects,
categories start from simple ones moving up to separates.
more complex ones which imply that one Synthesis: Builds a Examples: By
structure or pattern combining these two
cannot master the higher levels before
from diverse stories about whales,
mastering the lower ones. The six categories elements. Put parts what would you predict
are shown in Figure below: together to form a about the future of the
whole, with whale population on
Figure 1: Bloom's Taxonomy and the
emphasis on creating earth?
Revised Bloom's Taxonomy a new meaning or Key words: categorizes,
Specifically, each category with its structure. combines, compiles,
example as well as its key words will be shown composes, creates,
in Table (1) according to Bloom (1956). devises, designs,
Table (1) Bloom's Cognitive Domain in explains, generates,
ReadTHOTS modifies, organizes,
Category Example and key words plans, rearranges,
(Verbs) reconstructs, relates,
Knowledge: Recall Examples: List the reorganizes, revises,
data or information. names of the main rewrites, summarizes,
characters in the story. tells, writes.
Key words: defines, Evaluation: Make Examples: Is this a well
describes, identifies, judgments about the written story, in your
knows, labels, lists, value of ideas or opinion? Why?
matches, names, outlines, materials. Key words: appraises,
recalls, recognizes, compares, concludes,
reproduces, selects, contrasts, criticizes,
states. critiques, defends,
Comprehension: Examples: What was the describes, discriminates,
Understand the main idea of the story? evaluates, justifies,
meaning, translation, Key words: relates
interpretation and comprehends, converts, From the above mentioned table, it
interpretation of distinguishes, estimates, appears that the categories can be thought of
instructions and explains, , gives an as degrees of difficulties in thinking and
problems. State a example, interprets,
learning process. That is, the lower ones must
 Khairunnisa Hatta & Ika Merdeka Sari. Creative Activites (ICA) And Reading…│ 5
be normally mastered before the higher ones
can take place.
In the mid –nineties Lorin Anderson, a
former student of Bloom revised the cognitive
domain in the learning taxonomy and made
some changes; the two most prominent ones
are: 1- changing the names in the six
categories from noun to verb forms, and 2-
slightly rearranging them (Phol, 2000).
a. Strategies of HOTS
Readers usually use HOTS strategies
to improve their abilities in thinking. Thus,
good readers use higher order thinking
strategies to think about, and control their
reading before, during, and after reading a
selection. In addition, students who do not use
HOTS are usually low achievers in reading
(Marier,2000). Although there are many
strategies of HOTS, following is a brief
discussion about four of these strategies.
1) Questioning in reading activities
Questioning as a strategy can
develop levels of thinking skills for deeper
learning and more understanding. It helps
students to prepare for reading and to
understand while reading (Hendricks et al.,
1996). Questioning can be facilitated with
the Directed Reading –Thinking Activities
Approach (DRTA) described by Haggard
(1985, as cited in Hendricks et al,
1996),whereby the teacher reads a text with
students, stops at intervals, and asks
questions. Students discuss their answers in
a whole –class activity in order to have a
better understanding of what they are
reading. A Question –Answer Relationship
(QAR) technique proposed by Raphael
(1984) has been linked to improved
students' reading comprehension after
reading (Sorrell, 1990 as cited in Kelly,
1999; Spivey, 2000). Thus, by using the
student generated questioning strategy, text
segments are integrated and thereby
improve reading comprehension (Oczkus,
2003:24).
2) Inferring
Inferring is to some extent related
to reading between lines. Students need to
use their own knowledge along with
information from the text to draw their own
conclusions (Serafini, 2004). Through it,
students will be able to draw conclusions,
make predictions, identify underlying
themes, use information to create meaning
from the text and use pictures to create
meaning (Harvey and Goudvis,2000:33 –
40). Besides, students can be taught to use
illustrations, graphs, and titles from the text
to make inferences.
a) Summarizing
This process requires from
students awareness of what is
important to be paraphrased and
summarized. Alder (2001) states that
the process of summarization
requires the reader to determine what
is important while reading and to
paraphrase the information in the
readers own words. Accordingly,
teacher modeling and student practice
of the summarization process has
proven its effectiveness in improving
students' ability to summarize text
and text comprehension as well.
Students can be taught to identify
main ideas, connect the main ideas,
eliminate redundant and unnecessary
information, and remember what they
read with the summarization strategy
(Abu Nejmeh, 2011: 9).
b) Prediction
Prediction as a strategy for
improving comprehension "helps the
reader set a purpose for their reading"
(Mcknown and Barnett,2007:17).
Additionally, Pesa and Somers
(2007:31) expand that before reading,
prediction can "activate prior
knowledge, set a purpose for reading,
and engage the reader from the
outset".
Research Method
The method was used in this research is
pre experimental design with one group pre
test – post test design. The population of the
research is the second year students of who
are registered and active in the academic year
2017/2018, which consists of four classes;
class A is about 33 students and class B is
about 37. The total number of population of
the second class has 70 students.
In this case the purposive technique was
used in this research. It was taken one class as
a sample from 2 classes. The total numbers of
the sample are 70 students. The researcher
decided to take A as the sample.
Findings and Discussions
Instruction with creative activities (ICA
The study involved the intervention called
Instruction with Creative Activities (ICA)
6│Jurnal Pendidikan BUM .Vol.3. No.1 Februari 2019

based on the creative teaching model, One of the moral lesson.

the purposes of the study is to develop a list of The following are forms of higher order
criteria in order to show the effect ReadHOTS objectives on the level of analysis:
in the reading. The suggested criteria built by Students should classify (certain
the researcher can be used as a guide to items) in the text.
allocate the areas of strengths and weaknesses Students should compare
in the reading. Additionally, it may help those ………………… with found in
who are concerned in evaluating textbooks to the text).
better analyze and evaluate the reading Students should find causes of
exercises by examining the extent to which ……………………
these criteria are applied. Students should find results of
Successively, the above table shows that very …………………
high percentages are scored for the items Students should guess meaning of
'recognize causes and effects' which got the words in context.
highest percentage among the other items % Students should take notes.
42.2, 'recognize clues and evidence' got % On the level of synthesis:
15.6, 'categorize information in text' got % Students should summarize the text.
11.1, 'guess meaning of words in context' 8.9 Students should retell or rewrite the
and so on. text using their own words.
It shows the percentage and frequency of Students should generate questions
each item of synthesis skill. It is obvious that, related to the text.
in the exercises of item "predict events or Students should suggest alternative
solutions related to the text" got the highest solutions or ends.
frequency of 9 times and the percentage % 36. Students should combine their
This indicates that the reading exercises are information with that of the text.
enriched to some extent with predicting On the level of evaluation:
events. After that, the item "combine his own Students should explore bias in the
information with the information in the text" text, criticize, recommend, and
comes to occupy a percentage of 32 with a evaluate.
frequency of 8. On contrary, the exercises are Students should elicit the theme of the
not enriched enough with synthesis activities text.
except for the item "generate information The above mentioned
related to the text" which got % 47.4 with a objectives should be
frequency of 8. introduced to students in
1) Step one: form of action verbs or
a. Determine the learning objectives behavioral verbs. Consider
A teacher should determine the learning the following examples:
objectives of the whole reading comprehension Compare wedding party in 'Palestine'
course and the objectives of each specific class to wedding party in 'Scotland'.
as well. Objectives act as the base which Paraphrase the text in your own words.
defines the behaviors students should exhibit Express your opinion towards the
in class. Concerning the objectives of following situation….
practicing higher order thinking skills, they It is worth noting that well
should be constructed in the form of analysis, designed objectives lead to
synthesis, and evaluation. To illustrate, achieving the desired
analysis exercises should include questions behavioral response.
such as classifying, comparing, and guessing
meaning. 2) Step two:
With regards to the synthesis skill, students are Students should be
to synthesize, combine, reconstruct the text in familiarized with the
a different form, rearrange, generate questions, meaning of the behavioral
hypothesize, and conclude the author's verbs; for example, when
message. students are expected to
At the level of evaluation, students are to answer or respond to the
judge, explore bias, describe characters, define following questions:
 Khairunnisa Hatta & Ika Merdeka Sari. Creative Activites (ICA) And Reading…│ 7
Compare between the advantages and
disadvantages of both mobile and
telephone (Unit 1), they should be
trained how to do systematic
comparisons, and how to assign
similarities and differences between
them.
When students are
asked to guess the
meaning of words
in context, they
should be trained to
find clues in the
text which help
them to elicit the
meaning.
3) Step 3
Reflecting: students are asked to describe the
thinking steps they go through to get the
meaning of the target word or any thinking
process they lead. Real practice and reflecting
are necessary to build the students' ability to
think critically. Accordingly, the whole
process is a matter of interaction between the
teacher and the students in one hand and
students and the text in the other.The role of
the teacher as a guide is strong and clear in this
early stage of practicing higher order thinking
skills. Nevertheless, it faints gradually when
students are used to doing it on their own.
Step four
Feedback: continuous feedback should be
introduced by the teacher to the students after
every activity on the cognitive level along with
the psychological level. This is to assess the
information they have got to motivate them
making more efforts. In addition, feedback is
based on a teacher's assessment of students'
performance which enables him to know the
level of achieving objectives. It is necessary to
mention that teaching reading comprehension
should pass in three phases pre reading
activities which focus on activating students'
schemata to interact with the text, examining
the title and the accompanied pictures to
predict events related to the text in addition to
the other two phases which are while and post
reading in which each has its specific steps.
Data analysis
Before the intervention began, the mean pretest
scores in the RaedTHOTS of the two
groups were computed and compared using the
two-tailed t-test for independent samples.
To determine if there was a significant
difference in the higher order thinking skills of
the ICA and INCA groups, a one-tailed t-test
of significance of the difference was
performed
on their mean scores in the posttest of the
instrument. Similarly, a one-tailed t-test was
performed on the mean gain scores of the two
groups from pretest to posttest to determine the
extent of their improvement in the higher order
thinking skills after the intervention.
Results and discussion
Mean posttest score of the ICA group was
numerically higher than the mean posttest
score of the INCA group. However, there is
significance difference between the mean
scores of the two groups was significant at the
level , his indicates that the use of creative
activities during Reading instruction is there
are significantly different from instruction with
no creative activities in terms of scores in the
ReadTHOTS. Despite the lack of significant
difference, it is worth mentioning that the
mean score of the ICA is numerically higher
than the passing score of 55% Conversely, that
of the INCA is lower than the passing score.
Conclusions
Based on the research findings and pertinent
ideas, as the researcher works in the field of
teaching, Researcher noticed students find
effect in reading comprehension of Read
HOTS of the ICA : skills; analysis, synthesis,
and evaluation. It is hoped to be able to make
the students have interest and motivation.
Therefore, the researcher decided to apply
levels of higher order thinking skills where
need analysis, synthesis, and evaluation in
teaching process
The overall findings of this study
demonstrated that higher order cognitive skills
in reading comprehension exercises are well
covered, well treated and well distributed.
There is a lack of progression from the lower
cognitive skills to the higher ones. To
illustrate, out of the categories adopted as
criteria to evaluate higher order thinking skills,
only fifteen are covered in the students’ text.
Moreover, in the other only ten skills are
covered while that are neglected. As to the
treatment of the exercises, mostly the same
form of questions was introduced, For
instance, all the questions related to recognize
 8│Jurnal Pendidikan BUM .Vol.3. No.1 Februari 2019
causes and effect sub skill are treated with why
questions. In addition, only taking notes
exercises are related to analyzing text into its
components.
The following conclusions may be deduced
from the results of the study: (1) Students
exposed to ICA there are score significantly
higher than the students exposed to INCA in
the test for higher order thinking skills; and (2)
students exposed to ICA do have a
significantly higher mean gain score compared
to those in the INCA group. Based on the
results of the study, it is recommended that
researchers (1) use creative activities during
instruction or authentic and/or alternative
assessment; (2) use other pre-experimental
research techniques to validate results from the
study; and (4) use classes as samples to reduce
chances of students discussing their class
activities with their peers who belong to the
other group.
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