READING COMPREHENSION QUESTIONS IN ENGLISH TEXTBOOK BASED ON BLOOM’S TAXONOMY FOR GRADE XII

Prasiska Oktaviani Gultom. Registration Number: 2153321026. Reading Comprehension Questions in English Textbook Based on Bloom’s Taxonomy for Grade XII. English Educational Program, Uuniversitas Negeri Medan, 2021 This study aimed at identifying and analyzing the types and levels of questions available in the third grade of senior high school. The purpose of the analysis was to determine the distribution of the questions over the six levels of the new version of Bloom's Taxonomy of the cognitive domain. The sample of the study consisted of the English textbooks where the researcher analyzed (144) questions. The results revealed the following: for remembering understanding (20%), analyzing applying (55%) evaluating (15%) and creating (10%). The proportion of regulation by the ministry of education and culture shows remembering – understanding level is 20%, whereas in the distribution of cognitive domain in data analysis shows remembering – understanding is 70.7%, applying – analyzing is 55%, whereas in the distribution of cognitive domain in data analysis shows applying – analyzing is 21.4%, evaluating is 15%, whereas in the distribution of cognitive domain in data analysis shows evaluating is 2.4%, and creating 10%, whereas in the distribution of cognitive domain in data analysis shows creating is 5.5%. Based on the data above it clearly shows the significant differences between proportion of regulation by ministry of education and culture with the result of the data analysis in English textbook for third grade of senior high school is inappropriate with the regulation by ministry of education and culture.


Background of the Study
In studying, students need to read textbooks. A textbook is an important thing in teaching-learning process. It is students' guide which supplies them with information and enriches their mind with knowledge. It is important to choose and evaluate the best reading texts questions because reading questions are the best way to evaluate student's competence in reading skills. On Reading skill, reading materials are usually provided with reading comprehension questions. The questions may include from lower-order-thinking (remembering, understanding. applying) to higher-order-thinking (analyzing, evaluating, creating) of cognitive levels by Bloom's Taxonomy revised version. (Edward and Bowman: 1996).
Questions lead students to the comprehension. They help students focus on the case and reactive what it is being known by the students. Day and Park (2005) in their journal state that the use of questions is an integral aspect of such activities and in our experience as language teachers we have seen that well-designed comprehension questions help students interact with the text create and construct meaning and in addition we have seen welldeveloped comprehension questions help our students begin to think critically and intelligently.
Using the reading questions given, the teachers can check the students' comprehension about the text since reading questions function as a tool to stimulate the student's thinking about the contentof the text. The questions usually contain a series of detailed information which can be found in the reading passage (Lan and Chern, 2010).
Nowdays, teaching and learning process at school use The National Curriculum To achieve high order thinking skill, doing exercise must be done by students.
Chakara (2012), exercise is an activity that is desirable and capable of bringing about stability and strength. Bloom's Taxonomy is suitable to apply in reading exercise in order to get more critical comprehension. Bloom's Taxonomy consist of six levels of thinking namely : knowledge, comprehension, application, analysis, synthesis, and evaluation (Bloom, 1956).
However, Bloom's Taxonomy has been revised by Krathwohl in 2001. The cognitive domain process includes remembering, understanding, applying, analysing, evaluating, and creating.
Remembering, understanding, and applying are categorized as lower order thinking, while analyzing, evaluating and creating are categorized as higher order thinking. Based on the regulation of kemendikbud (2016) the cognitive level of revised Bloom's Taxonomy which should he applied for senior high school students are understanding, applying, analyzing, and evaluating.

RESEARCH METHODOLOGY
In conducting the research, descriptive qualitative research was used. Patton and Cochran (2012) state that qualitative research is characterized by its aims and its methods which generate wrods, rather than numbers, as data for analysis. It means that the data of the study was analyzed by describing, identifying and analyzing the exercises. Content analysis is focused on analyzing material such as textbook within its own content (Ary, Jacobs, Razavieh, 2002). Related to this theory, the content of Bahasa Inggris textbook for Grade XII students of senior high school, was analyzed based on Bloom's taxonomy.
The source of data is the reading questions in English textbook for grade XII with 2013 curriculum (K13) published by Pusat Kurikulum dan Perbukuan, Balitbang, Kemdikbud. This textbook consist 11 chapters and 256 pages. Identifying the whole reading exercises from the English textbook for grade XII.

Conclusions
Regarding the cognitive dimension in the textbook, the author of English textbook for grade XII placed emphasis on the lower thinking processes of remembering. The distribution of the lower order thinking skill obtains 104 questions or 72.0 %. While the distribution of higher order thinking skill obtains 40 questions or 27.6% It means the authors have given more attention to remembering and analyzing more.
The distribution of cognitive in the English testbook for grade XII is inappropriate with the regulation by the ministry of education and culture, the proportion is rememberingunderstanding (20%), analyzing -applying (55%) evaluating (15%) and creating (10%). But in the findings is rememberingunderstanding 70.7%, applyinganalyzing 21.4%, evaluating is 2.4%, and creating 5.5%. So, it was proved that the book didn't match the proportion that by the