HIGHER ORDER THINKING SKILLS OF READING EXERCISES IN ENGLISH TEXTBOOK “ENGLISH IN USE” FOR TWELFTH GRADE OF SENIOR HIGH SCHOOL BASED ON BLOOM’S TAXONOMY

This study aimed: (1) to describe the higher order thinking skills of the reading exercises in textbook English in Use for grade XII of senior high school. This
research was conducted by using descriptive qualitative design. The data were questions taken from genre-based reading comprehension texts found in English textbook for the twelfth grade students entitled English in Use for Grade XII of Senior High School. There were twenty eight texts found in the English textbook which consisted of a descriptive text, discussion texts and review texts. Each text has a set of questions to be analyzed based on their higher order thinking category of cognitive domain. The total of questions were 180. The results showed that the
percentage of higher order thinking questions is 11.11%, while lower order thinking questions’ is 88.89%. Analyze category (C4) questions dominated higher order thinking and remember category (C1) questions dominated lower order thinking. This implies that lower order thinking dominated the textbook and the percentage of higher order thinking skills questions is low.