Reading Comprehension Questions in “Bahasa Inggris Kemendikbud” textbook Based on Taxonomy of Thinking for the 1st Grade of Senior High School

This study is aimed at analyzing the cognitive dimension based on Revised Bloom Taxonomy in reading questions in “Bahasa Inggris Kemendikbud” textbook Based on Taxonomy of Thinking for the 1st Grade of Senior High School. This study used qualitative research design. The data were 15 texts consisted of 180 reading questions which taken from “Bahasa Inggris Kemendikbud” textbook Based on Taxonomy of Thinking for the 1st Grade of Senior High School. The data were analyzed by using table analysis of cognitive dimensions of Revised Bloom’s Taxonomy. The analysis
showed that the most dominant cognitive dimensions of Revised Bloom’s Taxonomy remembering (68,9%). The second dominant cognitive dimension is understanding (16,7%). The third dominant cognitive dimension is analyzing (9,4%). The fourth dominant cognitive dimension is evaluating (3,9%). The fifth dominant cognitive dimension is applying (1,1%). There is no cognitive dimension of creating (C6) that applied in reading question of the textbook. The researcher added 1 question in every
level of cognitive dimension in a text because of the limitation of the space and time. The researcher composed 56 reading questions which consisted of 5 questions for C2, 14 questions for C3, 10 questions for C4, 11 questions for C5 and 16 questions for C6 in order to meet the demand of the higher order thinking skill based on Revised Bloom’s Taxonomy.