Nina Apriani

EVALUATING THE HIGHER ORDER THINKING SKILLS IN READING
EXERCISES OF EFL TEXTBOOK “PATHWAY TO ENGLISH” FOR TENTH
GRADE OF SENIOR HIGH SCHOOL STUDENTS
THESIS
Presented As Partial Requirement For Sarjana Degree (S.Pd)
In English Language Education
By:
Nina Apriani
NIM:1416232918
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF TARBIYAH AND TADRIS
STATE INSTITUTE OF ISLAMIC STUDIES
(IAIN) BENGKULU
2019
i
ii
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MOTTO
ِ‫ن الّرَحِيْم‬
ِ َ‫هلل الّرَحْم‬
ِ ‫بِسْــــــــــــــــــمِ ا‬
(٠٥١) َ‫َبّلِ ٱلّلَ لَىٰكُمْمَوْ ۖ ٱلّنَٰصِّرِيّنَخَيْ ُّر َوهُو‬
But Allah is your protector,
And He is the best of helpers.
(Ali Imran 3:150)
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ACKNOWLEDGMENT
Alhamdulillah all praise be to Allah SWT , the single power, the Lord of the
universe, master of the day of judgment, God all mighty, for all blessings and
mercies so that the researcher able to finish this proposal thesis entitled;
“Evaluating The Higher Order Thinking Skills in Reading Exercises of EFL
Textbook “Pathway to English” for Tenth Grade of Senior High School
Students”. Peace is upon Prophet Muhammad SAW, the great leader and good
inspiration of world revolution. The researcher is sure that this proposal thesis
would not be completed without the helps, supports, and suggestions from several
sides. Thus, the researcher would like to express her deepest thank to all of those
who had helped, supported, and suggestion her during the process of writing this
proposal thesis. This goes to;
1. Prof. Dr. H. Sirajuddin M, M.Ag, MH, as the Rector of the State Islamic
Institute of Bengkulu.
2. Dr. Zubaedi, M.Ag, M.Pd, as the Dean of Tarbiyah and Tadris.
3. Eva Dewi, M.Ag, as the Head of Tadris Department.
4. Feny Martina, M.Pd, as the Head of Program Study of English Education.
5. Risnawati, M.Pd, as the first advisor for his guidance, precious advices, and
motivation for the researcher.
6. Feny Martina, M.Pd, as the second advisor for her patient in advices the
researcher.
7. All of lecturers who teach the researcher from 1st semester to 8th semester;
Finally, the researcher realized that this research proposal was still far from
being perfectness. Therefore, any suggestions and constructive criticsm are always
welcome for the better.
Bengkulu, July 2019

The Researcher
Nina Apriani
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ABSTRACT
Nina Apriani (2019). Evaluating The Higher Order Thinking Skills In Reading
Exercises Of EFL Textbook “Pathway To English” For Tenth Grade Of Senior
High School Students. Advisor : 1. Risnawati, M.Pd 2. Feny Martina, M.Pd
This study aims to obtain empirical evidence from the distribution of higher
order thinking skills based on the revised edition of Bloom's taxonomy on essay
question questions in reading exercises in the Pathway to English textbook used for
the 10th grade of senior high school students. The author uses the content analysis
method because the writer identifies the specific characters of the material in the
textbook. This study uses qualitative data because the data is in the form of words.
The object of this study was the reading essay exercise in the Pathway to English
textbook for the 10th grade of senior high school students. Data was collected through
several instruments, namely Pathway to English textbooks, analysis cards, and
checklist tables. The results showed that the higher order thinking skills in the
Pathway to English textbook obtained 3 out of 72 questions on reading essay practice
questions (4.16%) while the lower order thinking skills obtained 69 of 72 reading
essay question questions (95.84%). The results of the distribution of higher order
thinking skills are: analyze skills get the highest distribution, 2 of 72 essay question
questions in reading practice (2.78%), create skills do not get a higher order thinking
skill distribution (0%), and evaluating skills get 1 out of 72 essay question questions
in reading practice (1.38%). It can be concluded that the distribution of higher order
thinking skills is lower than lower order thinking skills.
Keywords: Textbook, Content Analysis, Higher Order Thinking Skills
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ABSTRAK
Nina Apriani (2019). Mengevaluasi Keterampilan Berpikir Tingkat Tinggi dalam

Latihan Membaca Buku Teks EFL "Pathway To English" Untuk Siswa Kelas 10
SMA. Pembimbing : 1. Risnawati, M.Pd 2. Feny Martina, M.Pd
Penelitian ini bertujuan untuk mendapatkan bukti empiris dari distribusi

keterampilan berpikir tingkat tinggi berdasarkan edisi revisi taksonomi Bloom pada
pertanyaan pertanyaan esai dalam latihan membaca dalam buku teks Pathway to
English yang digunakan untuk siswa kelas 10 SMA. Penulis menggunakan metode
analisis isi karena penulis mengidentifikasi karakter spesifik dari materi dalam buku
teks. Penelitian ini menggunakan data kualitatif karena datanya berupa kata-kata.
Objek penelitian ini adalah latihan membaca esai dalam buku teks Pathway to
English untuk siswa kelas 10 SMA. Data dikumpulkan melalui beberapa instrumen,
yaitu buku teks Pathway to English, kartu analisis, dan tabel daftar periksa. Hasil
penelitian menunjukkan bahwa keterampilan berpikir tingkat tinggi dalam buku teks
Pathway to English memperoleh 3 dari 72 pertanyaan tentang membaca soal latihan
esai (4,16%) sedangkan keterampilan berpikir tingkat rendah memperoleh 69 dari 72
pertanyaan soal membaca esai (95,84%). Hasil dari distribusi keterampilan berpikir
tingkat tinggi adalah: keterampilan menganalisis mendapatkan distribusi tertinggi, 2
dari 72 pertanyaan esai dalam praktik membaca (2,78%), keterampilan membuat
tidak mendapatkan distribusi keterampilan berpikir tingkat tinggi (0%), dan
keterampilan mengevaluasi mendapatkan 1 dari 72 pertanyaan esai dalam praktik
membaca (1,38%). Dapat disimpulkan bahwa distribusi keterampilan berpikir tingkat
tinggi lebih rendah daripada keterampilan berpikir tingkat rendah.
Kata kunci: Buku Teks, Analisis Konten, Keterampilan Berpikir Tingkat Tinggi.
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TABLE OF CONTENTS
Page
COVER ……………………………………………………………………. ...... i
APPROVAL………………………………………………................................. ii
MOTTO…………………………………………………... ................................ iii
DEDICATION ..................................................................................................... iv
ABSTRACT ......................................................................................................... v
ABSTRAK ........................................................................................................... vi
ACKNOWLEDGEMENT .................................................................................. vi
TABLE OF CONTENT ..................................................................................... vii
LIST OF TABLES
…………………………………………………………………viii
LIST OF APPENDICES..................................................................................... xi
CHAPTER I : INTRODUCTION ..................................................................... 1

A. Background of the Study ……………………….. ……………… .......... 1
B. Identification of the Problem ……………………………………. .......... 5
C. Limitation of the Problem ........................................................................ 5
D. Research Questions…………………………............................ .............. 5
E. Objective of the study……………………….............................. ............. 6
F. Significant of the Study ………………………………………………. ... 6
G. Benefit of the study…………………………............................ ............... 6
H. Definition of key terms ............................................................................. 7
CHAPTER II : LITERATURE REVIEW........................................................ 9

A. Textbook ………………………………………………………….. ........ 9
1. The Definition of Textbook …………………………………... ........ 9
2. The Function of Textbook ………………………..................... ......... 10
3. The Advantages of Good Textbook ……………...................... ......... 11
ix
4. The Textbook Evaluation ……………………………………... ....... 13
B. Curriculum …………………………………………………………. ...... 15
1. The Definition of Curriculum ………………………………….. ..... 15
2. Curriculum 2013 ………………………………… ............................ 16
C. Reading……………………………………………………………... ...... 17
1. The Definition of Reading……………………………………… ...... 17
2. The Reading Comprehension…………………………………… ...... 18
3. The Purpose of Reading …………………………………….. .......... 19
4. Types Reading Skill ………………………………………… ........... 20
5. Types of Reading Exercises …………………………………. .......... 21
D. Higher Order Thinking Skill ..................................................................... 23
1. Understanding of Higher Order Thinking Skill………............ .......... 23
2. Advantages of Higher Order Thinking Skill ………………… ......... 25
3. Higher Order Thinking in Bloom‟s Taxonomy ……………… ......... 26
4. Higher Order Thinking in Reading Exercise …………………. ........ 30
E. Previous Related Studies …………………………………………. ........ 31
CHAPTER III : RESEARCH METHOD ......................................................... 33

A. Research Design ………………………………………………….. ......... 33
B. The Object of the Study …………………………………………... ....... 33
C. Research Instrument ………………………………………………. ........ 34
D. Techniques of Collecting Data ……………………………………. ........ 34
E. Techniques of Analysis Data………………………………………... ..... 35
CHAPTER IV : RESULT AND DISCUSSION ............................................... 37

A. Result................................................................................................... 37
B. The Discussion of the Data ................................................................. 41
CHAPTER V : ..................................................................................................... 54
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A. The Conclusion ................................................................................... 54
B. The Suggestion .................................................................................... 54
REFERENCES
APPENDICES
xi
LIST OF TABLES
Table 2.1 The Difference between original taxonomy and revised taxonomy ............
Table 4.1 The Distribution of The Essay Reading Exercises.......................................
Table 4.2 The Test Types of Reading Exercises ..........................................................
Table 4.3 The Distribution of The Higher Order Thinking Skill in Essay Reading
Exercises ......................................................................................................................
Table 4.4 The Questions List of Analyze Skill ............................................................
Table 4.5 The Questions List of Evaluate Skill ...........................................................
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LIST OF APPENDICES
Page
1. Appendices 1 The Analysis Card .....................................................................
2. Appendices 2 The Checklist Table ..................................................................
3. Appendices 3 The Types of Reading Exercises True or False.........................
4. Appendices 4 The Types of Reading Exercises Matching...............................
5. Appendices 5 The Types of Reading Exercises Short Answer ........................
6. Appendices 6 The Types of Reading Exercises Complete The Column .........
xiii
CHAPTER I
INTRODUCTION
A. Background of the Study
Textbooks are one of the teaching materials used by teachers in the
teaching and learning process and have an important role in learning to
facilitate students in knowing and obtaining teaching materials easily.
According to Penny Ur, "Textbooks must have a clear form of
activity, so the teacher and students know what will happen and understand
what is done next, so that there is a change." 1 Penny Ur also explained that,
textbooks have text and study assignments in accordance with their
respective grade levels."2The explanation can be concluded that the
textbook is a source of learning and very helpful for teachers and students in
teaching and learning to provide forms of work, materials, and exercises.
In the case of education there are many criticisms of the use of
textbooks. Among them is the textbook is too little material and less
challenging for teachers and students.3Therefore, the textbook is evaluated
and analyzed first by the teacher before it is given to students.
1
Penny Ur, A Course in Language Teaching: Practice and Theory,
(Cambridge:Cambridge University Press, 2009), p.184
2
Ibid.
3
Jack C. Richards, Curriculum Development in Language Teaching,
(Cambridge:Cambridge University Press, 2001), p.256
1
46
Cunningsworth explained that, "There are no student manuals that are
designed really ideal in the public market".4
It can be concluded that the teacher must inform and evaluate whether
the contents of the textbook are in accordance with the objectives of
teaching, the quality of students and the needs of students before the
textbook is used by students and teachers during teaching and learning in
class.
The sections in the textbook that must be evaluated are the way the
textbook is located, exercises, instructions in the textbook, teaching
materials, practice, assignments and others. The quality of these parts can
influence student outcomes and motivation in the learning process.
According to Ur, textbooks must have different topics, assignments
and ways of learning for different qualities.5And according to Ur, checking
the exercises in a textbook is very important because a good book is to have
four basic language skills. So the teacher must evaluate whether the
textbook is good or not. There are four basic language skills in the teaching
and learning process namely listening, speaking, reading and writing. This
skill needs to be learned by students because it is a core component of
English communication.
4
Alan Cunningsworth, Choosing Your Coursebook, (Oxford: Macmillan Publisher,
1998), p.5
5
Penny Ur, op.cit., 2009, p.186
2
Harmer explained that reading skills are difficult for people who use
English as a mother tongue because reading skills is a lot of complexity.
However, the more students understand what is read, the more they get from
the reading.6In addition, Linse explained that, "Reading is interrelated with
higher-order thinking skills. By reading we will find the meaning of the text,
be able to analyze and synthesize what has been read."7
Higher order thinking skills are very important in reading because in
reading activities, students must be able to answer reading questions. Higher
order thinking skills are divided into three parts in the cognitive skills of
bloom taxonomy namely, analysis, synthesis, and evaluation.
Bloom's taxonomy is one of the educational materials designed by
Benjamin S. Bloom. Musial et.al explained that, "taxonomy has had an
impact on education over the past 50 years." Therefore, Bloom's taxonomy
is a useful teaching tool. In this study, the authors use the theory of higher
order thinking skills based on the revised edition of Bloom's taxonomy by
Krathwhol and Anderson which is divided into three skills, analyzing,
evaluating, and making.8
Paul and Elder also explained that, "With intelligence or skills
wherever we are, whatever our goals, and whatever problems we face, we
will be better." Higher order thinking skills not only address academic
6
Jeremy Harmer, The Practice of English Language Teaching, (New York:
Longman,1996), p.191
7
Caroline T. Linse, Practical English language Teaching: Young Learners, (New
York:McGraw-Hill, 2006), p.71
8
David R. Krathwohl, A Revision of Bloom‟s Taxonomy: An Overview, Taylor
andFrancis Group and JSTOR, Vol. 41, 2002, p.212
3
issues but also in everyday life which provide logical knowledge and
results.9
In the 2013 curriculum, in the process of learning the scientific
approach is divided into 5 parts namely teaching, observing, questioning,
linking, experimenting, and networking. Based on the 2013 curriculum, the
book Pathway to English provides great and varied knowledge of learning
English.
According Suharyadi that in the process of observation students can
associate what has been learned with what will be learned. Experimenting
can help students solve problems faced and deal with various changes and
challenges.10
The author believes that the analysis of higher order thinking skills in
textbook reading exercises is important because it can add students' critical
thinking skills to reading skills and can help students to survive in an
English communication environment.
Therefore, the author wants to analyze the distribution of higher order
thinking skills in the Pathway to English textbooks for 10 th grade high
school students in the city of Bengkulu to ensure that the textbook is helpful
and encourages students' ability in higher order thinking skills contained in
the practice questions reading essays.
9
Richard W. Paul and Linda Elder, Critical Thinking: Tools for Taking Charge of Your
Professional and Personal Life, (New Jersey: Prentice Hall, 2002), p.26
10
Susan M. Brookhart, How to Asses High-Order Thinking Skills in Your Classroom,
(Alexandria: ASDC Member Book, 2010), p.3
4
B. Identification of the Problem
The problem in this study can be identified that the teacher must
evaluate and analyze the textbook first before giving it to students. Does the
textbook already have good quality in learning material, because textbooks
affect students' knowledge in learning.
C. Limitation of the Problem
In this study focused on analyzing reading exercises in the EFL
textbook "Pathway to English". The author only focuses on essay questions
from reading exercises because these essay questions can provide broader
knowledge so students can hone higher order thinking skills appropriately.
The question of reading the essay analyzed is fixed on the WH question
(What, Who, When, Where, Why and How) in the practice of reading the
EFL textbook "Pathway to English" for grade 10 students of SMAN 5
Bengkulu city.
The author analyzes the essay questions on each reading text. The
questions were analyzed based on higher order thinking in Bloom's revised
edition of the taxonomic taxonomy which was divided into analysis,
evaluation, and skill creation.
D. Research Questions
Based on the background above, the problems of the research can be
formulated as the following questions:
5
1. How is the distribution of higher order thinking skills in practice essay
reading the EFL textbook "Pathway to English" for 10 thgrade students of
SMAN 5 in Bengkulu city?
E. Objective of the Study
The purpose of this study was to obtain empirical evidence of the
distribution of higher order thinking skills based on the revised edition of
Bloom's Taxonomy in the essay questions on higher order thinking skills in
reading the EFL textbook exercise "Pathway to English" for 10 th grade
students of SMAN 5 Bengkulu city.
F. Significant of the Study
This research plays an important role for the writer himself as a
prospective teacher and reader. And this research is expected to provide
broader knowledge about textbook selection, reading exercises, and higher
order thinking skills from the revised Bloom's taxonomy edition.
G. Benefit of the Study
The benefits of this research are as follows:
1. Theoretically, this research can support theories about the analysis of
the EFL textbook "Pathway to English" textbook to fit the basic
competencies of the 2013 Curriculum based on 2013 Curriculum
theory.
2. Practically, the results of this study will be useful for:
 Teacher. This research will provide information by English subject
teachers to choose which English textbooks are suitable for their class.
6
 Curriculum developers. This research can be used by curriculum
developers to calculate how to teach English to students.
 Environment English education department. This research is used
by the environment of the English language education department to
enlarge the activity model in teaching materials.
 This study can be a reference for further studies.
 The writer. This research can improve and give me new
experiences.That can increase our knowledge.
H. Definition of Keyterms
1. Textbooks
According to Mudzakir, textbooks are equipped with student
assignments. As explained by the journal, textbooks are used by educational
institutions or schools which are equipped with lessons and teaching
material.
2. Curriculum
Republic of Indonesia Law No 20 Year 2003 concerning education in
Indonesia was released. That defines That defines "The curriculum is a set
of plans and arrangements regarding the objectives, content and learning
materials used as guidelines for implementing learning to achieve the
educational goals ”.
3. Higher Order Thinking in Reading Exercise
According to Airasian and Russel that, "Many people believe that the
only way to test higher order thinking skills is with essay items." Therefore,
7
the authors only analyzed essay items from reading questions to see the
existence of a higher order of thought sequence in reading practice. The
questions here are questions that begin with WH (What, Who, When,
Where, Why, How).
8
CHAPTER II
LITERATURE REVIEW
A. Textbook
1. The Definition of Textbook
Textbooks are very helpful for the teacher in delivering the material
during the teaching and learning process in class. Mudzakir explained that
the textbook is complete with assignments, lessons, and student teaching
materials used by the school. Where understanding this textbook must be in

11
accordance with students' abilities.
According to Cunningsworth, the published textbooks have passed the
qualification test from the publisher in guiding education before being
released to the public.12And according to Gebhard that the minimum
training in EFL / ESL textbooks is carried out by publishing companies,
government agencies, curriculum development teams on school labels, and
classroom teachers.13
11
Mudzakir AS, PenulisanBukuTeks yang Berkualitas, January 1, 2014
(http://www.upi.edu).
12
Jerry Greer Gebhard, Teaching as a Foreign or Second Language: A Teacher
SelfDevelopment and Methodology guide 2th Edition, (Michigan: The University of
Michigan Press,2009), p.101.
13
IwanJazadi, “Mandated English Teaching Materials and their Implications to
teaching andLearning :The Case of Indonesia”, in Willy A. Renandya (Ed.),
Methodology and Materials Design inLanguageTeaching:Current Perception and
Practices and their Implications,(Singapore : SEAMEORegional language centre,
2003), p.143.
9
And Jazadi argues that textbooks can best be seen if they are designed
for students who are centered to help students focus on learning and provide
the role of students in the decision making process in class.
From the explanation above, we can conclude that the textbook is one
source of learning and is a guide for students and teachers in supporting
teaching and learning activities in the classroom based on the curriculum
and in accordance with the needs of students in learning.
2. The Function of Textbook
Textbooks are very important in teaching and learning and can help
teachers in providing teaching materials as stated by Chandran. Textbooks
are guidelines and provide guidance to teachers about what students must
learn and what students want to learn.14The statement from Chandran also
agrees with the statement from Cunningsworth.
According to him, the functions and roles of various textbooks consist
of:
a. As presentation material.
b. Activities for implementation and interaction that can be understood.
c. As reference material.
. d. As a syllabus.
Shanti Chandran, “Where are the ELT Textbook?””, in Willy A. Renandya

14
(Ed.),Methodology and Materials Design in Language Teaching:Current Perception

and Practices and theirImplications,(Singapore : SEAMEO Regional language centre,
2003), p.162.6Cunningsworth, op.cit, p.7.
10
. e. As material for independent learning.
f. As a help for the teacher in implementing the curriculum.
Can be concluded that textbooks are sources and learning materials in
the teaching and learning process in the classroom. Textbooks can help
teachers prepare and develop teaching materials to be taught. Whereas for
students, textbooks can help to find out how much and how far students
have mastered the subject matter.
3. The Advantages of Good Textbook
There are several advantages of textbooks, namely helping the process
of independent learning, easy to carry, more varied, increase understanding.
Textbooks have a large influence on learning outcomes so teachers must be
more selective in choosing textbooks.
According to Penny Ur a good textbook has several advantages as
follows:15
a. Clear layout
b. Interesting themes and tasks.
c. Various themes and tasks.
d. Clear instructions.
e. systematic syllabus.
f. The contents are arranged clearly and are graded or arranged based on
complexity.
15
Penny Ur, A Course in Language Teaching: Practice and Theory, (Cambridge:
CambridgeUniversity Press, 2009), p.186
11
There are some characteristics of a good textbook according to
Richard as follows:16
a. There is a structure and syllabus for a program.
b. As instructions.
c. Maintaining quality.
d. More efficient.
e. Provides a variety of learning resources.
Harmer explained that, "A good textbook contains material that is
interesting and provides development, and shows what needs to be learned
and what has been learned."17In addition, Harmer also explained that a good
textbook is a textbook that helps relieve teachers from the difficulties of
teaching material for each class."18
From the explanation above, it can be concluded that the advantages
of a good textbook vary. Textbooks must be suitable for learning objectives,
interesting in layout, and include all four basic English skills in various
forms of content and practice.
4. The Textbook Evaluation
In addition to providing benefits for teachers and students, textbooks
also have criticism that the quality of textbooks is not as good as it should
be. According to Reed, Bergemann and Olson that, "Textbooks summarize
some information and are still too general and narrow, thus hampering
16
Jack C. Richards, Curriculum Development in Language Teaching, (Cambridge:
CambridgeUniversity Press, 2001), p.254-255
17
Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman
publishing, 1996), New Ed., p.257
18
Ibid., Reed, Bergemann, and Olson, op.cit., 1998, p.257
12
conceptual thinking, critical analysis, and evaluation."19Therefore, the
textbook must be evaluated by the teacher.
Richards explained, "Textbooks sold in trade will not always be
complete and appropriate for language programs."20 It can be concluded that
there is no best textbook as a guide in the teaching and learning process but
the teacher can choose the contents of the textbook according to the learning
objectives.
And Harmer explained that, "teachers who depend on textbooks often
do not encourage to provide appropriate learning to students. Textbooks also
follow the same format from one unit to another."21 Textbooks can limit the
interaction between teacher and student.
From the explanation above, it can be concluded that the teacher must
evaluate the textbook first before giving it to students as teaching material
during learning in school because textbooks affect the learning outcomes in
the teaching and learning process.
According to Harmer, there are some things that must be reviewed when
determining which parts of the textbook are inadequate, namely as follows:
a. Changing textbook material with our own lessons that are easier to
understand for students.
b. Add material in the text book if the lesson is less varied.
c. The teacher adjusts the material by rewriting or changing some of the
activities in the book.

19
Harmer, loc.cit., 1996, p.257
20
Rhicard, op.cit.,2001, p.257
21
Ibid., p.15
13
From the explanation above, it can be concluded that the textbook
needs to be evaluated first because it is still common and the contents in the
textbook have not varied in the lesson. For this reason, teachers do not focus
on textbooks, but teachers must make interesting and easily understood
material with students so they do not feel bored in the teaching and learning
process in the classroom.
According to Cunningsworth There are four criteria for evaluating
textbooks as follows:22
a. The objectives of the learning program must be in accordance with
the needs of students.
b. Must have benefits for the future, choosing textbooks that will help
students to use language practically for their purposes.
c. Must consider the needs of students and must facilitate the learning
process of students.
d. Must have a clear role as a support for learning.
It can be concluded that, textbooks must be evaluated to get good
results in the teaching and learning process in class. Teachers need to know
there is no best textbook for students. Thus, the teacher should not be hung
up on textbooks but instead make material that is interesting and in
accordance with students' needs.
22
Cunningsworth, op.cit., 1998, p. 15-17
14
B. Curriculum
1. The Definition of curriculum
Overall the curriculum has a different meaning. This is a series of
learning methods that can be used by teachers. The curriculum has several
general concepts as follows:
a. Curriculum as goals are set for consecutive grade levels and are grouped
according to general themes.
b. Syllabus, a plan for all ways that usually consists of thoughts, topics, and
evaluations.
c. Content, the list of topics discussed is arranged in the form of an outline.
d. A list of the knowledge and skills needed by students in a simple field.
e. Teaching material used as a guide for teaching in class.
The main purpose of education in Indonesia was clearly announced in
the Preamble to the 1945 Constitution, Law of the Republic of Indonesia
Number 20 of 2003 concerning education in Indonesia was issued. It was
agreed "The curriculum is a separate plan and governs the objectives,
content and learning materials used as guidelines for the application of
learning to achieve educational goals".23
It can be concluded that the curriculum is a plan that plays a role in
assisting teachers in providing direction and objectives for what activities
23
UndangUndangDasar RI no 20 Tahun 2003.
15
students need to learn. The curriculum also facilitates a series of teaching
materials, teaching methods, and assessment methods that help students
achieve activities in the learning process.
2. Curriculum 2013
The curriculum in Indonesia is now more advanced and developing.
Over the past ten years, teachers in Indonesia have adapted three types of
curriculum from KBK (competency-based curriculum), KTSP (School
Level Curriculum) and the latest 2013 curriculum which was finally
published in July 2013.
The latest 2013 curriculum which has been updated and continued
from SBC because many aspects of the 2013 curriculum are adapted from
SBC. KD (basic competency) is still used in the 2013 curriculum, and still
uses the KTSP curriculum framework as the basis, but the 2013 curriculum
introduces a new curriculum variable, namely KI (core consultant).
The characteristics of the 2013 curriculum are as follows:
a. Developing spiritual and social attitudes, curiosity, creativity,
collaboration with intellectual and psychomotor abilities.
b. School is a place to provide learning experiences where students apply
what is learned in school and use the school as a learning resource.
c. Develop attitudes, knowledge, and skills and apply them in various
schools and communities.
d. Requires sufficient time to develop a variety of attitudes, knowledge, and
skills.
16
C. Reading
1. Definition of Reading
Reading is an activity that someone does to understand the message
made by the writer by giving a message from the writer to the reader.
According to Nuttal (1996: 3) that, "Reading is the activity of giving
messages from the writer to the reader.
According to Daiek and Anter, that "Reading is a process of the
writer's ability to give meaning by using words to find meaning." Therefore,
there is communication between the writer and the reader in reading
activities.24
Harmer also explained that, "Reading is an ability that is controlled by
the eyes and brain. The eye and brain must strive for the importance of these
messages. " So, reading is an active skill because the reader's eyes and brain
are active while reading and after reading.
And according to Grabe and Stoller, "Reading is the ability to write
the meaning of the contents of the text and explain information precisely."25
From the above explanation it can be concluded that reading is an
important skill that requires an active process of the eyes and brain to gain
an understanding of the text. To be a good reader, students must have good
thinking. Thus, students get good results in reading activities because they
24
Deborah Daiek and Nancy Anter, Critical Reading for College and
Beyond,(Boston:The McGraw-Hill Companies,2004), p.5
17
know the author's purpose in writing the reading text and the meaning of the
text itself.
2. Reading Comprehension
Reading is an understanding. According to Grabe, "Reading is a
process of understanding centrally. We read to understand what was written
by the author in writing ".26 Understanding occurs when the reader explains
the meaning of the text and associates it with the background knowledge of
the reader.
According to Linse, "Reading comprehension leads to reading a
meaning, understanding, and entertainment."27 In addition, according to
Caldwell, reading comprehension is, "The process of studying and
composing meaning through interaction and association with written
language".28 This shows that reading comprehension is a process to form the
meaning of written language.
Grellet explained that reading comprehension meant, "a summary of
the information needed from him as skillfully as possible". 29 When
understanding texts, readers need to summarize the information they get
from the text.
it can be concluded that this reading comprehension focuses on the
thinking and presentation of the meaning of the text. Where it involves the
26
William Grabe, Reading in a Second Language, (New York: Cambridge University
Press,2009), p.14
27
Linse,op.cit., 2006, p.71
28
JoAnne Schudt Caldwell, Comprehension Assessment, (New York: Guilford Press,
2008), p.4
29
Francoise Grellet, Developing Reading Skill, (Cambridge: Cambridge University
Press, 2010), p.3
18
interaction between the written form of the text with the reader's eyes and
mind.
3. Purpose of Reading
Students can get many benefits when reading. According to Rivers
and Temperley, as quoted by McDonough and Shaw, explaining that the
purpose of reading is to get information because the reader wants to know
about a number of themes, get instructions on how to do a number of tasks,
know what is happening, and get excited.30
According to Grabe and Stoller, the purpose of reading is as follows:31
a. To find and gather information.
b. To scan quickly.
c. To write.
d. To criticize the text.
e. For general understanding.
It can be concluded, that the main purpose of reading is to understand
the meaning of the text. In reading, the reader must know the purpose of the
writer in writing the text. If the reader understands the text, they will know
its meaning and succeed in reading activities.
4. Types Reading Skill
According to the book The Practice of English Language Teaching by
Jeremy Harmer, here are five skills in reading that we must have in order to
be good readers are as follows:32

30
Jo McDonough and Christopher Shaw, Materials and Methods in ELT,
(Oxford:Blackwell Publishers, 1993), pp. 102-103
31
Grabe and Stoller, op.cit, 2002, p.13
19
a. Predictive skills, these skills are processes in which we will understand the
text to find out how the next text storyline.
b. Extracting information, this skill is a skill needed to get certain
information in the reading text.
c. At a glance, this skill is a skill that we use when we want to get the main
idea from a text without considering detailed information.
d. Extracting information, this skill is a skill where we will find the author's
point of view and answer the information in detail.
e. Reducing the meaning of context, this skill is a skill where we have to
understand how to infer the meanings of different words from the text.
According to Harmer there are 2 types of reading skills, namely
extensive and intensive reading.33
1. Extensive reading is a broad reading activity and where the reader is given
a text according to his ability. If the text is too difficult then the reader
wrestles with the meaning of the contents of the text so that information
that should be captured can not be absorbed at all.
2. Intensive reading is an activity of reading with full appreciation to absorb
what we have to master. where the reader is given the text in accordance
with the wishes and the things that are appropriate from the text given will
be able to increase their motivation in reading.
And according to McDonough and Shaw, that type of reading skill is
"the activity of observing to get certain information in the text and to skim
32
Harmer,op.cit., 1996,pp.183-184
33
Harmer,op.cit., 2007,p. 99 12 Ibid., 13 McDonough and Shaw, op.cit., 1993, p.105
20
over quickly to gather general information from it." These skills are
practiced in learning reading skills.
The conclusion is that there are two types of reading skills, namely
intensive reading and extreme reading. Intensive reading is reading with a
deep appreciation to apply what we should be mastered while extensive
reading is reading widely. The object includes as much text as possible in
the shortest possible time.
5. Types of Reading Exercises
Generally, the types of reading exercises in textbooks vary. According
to Crawley and Merri that this type of exercise determines facts, determines
causes, knows main ideas, draws conclusions, and reads carefully.34
There are 5 kinds of reading exercises, namely:
1. Determine the facts, this is an exercise to determine a particular part
of the selection.
2. Recognizing the main idea, this can be expressed from the main
thought or meaning of a part.
3. Make conclusions. Making conclusions must be based on facts.
students hypothesize by connecting what the author has written in the
text with their own background information.
4. Make a causal relationship. This can be conveyed directly or
indirectly. It is concerned with any kind of reaction, theme, feeling,
or action that results intentionally or unintentionally. 35
34
Crawley and Merritt, op.cit., 2000, p.41
21
5. Critical reading. Critical reading is the process of making an
evaluation or assessment when reading and it is the highest quality
reading practice. During critical reading, the reader can be asked to
judge whether the event was real or fake..36
According to Grellet, there are 4 types of reading exercises. The
reading exercise is to conclude the meaning of the unknown material,
understand the relationship in the sentence, link sentences and ideas, and
predict what will happen next.37
And, Grellet states that to develop many skills in reading skills,
several types of exercises can be used such as questions about section
functions, general organization, facts, meanings, and evaluations.
The conclusion from the explanation above is that this type of reading
practice is easily found in various types of reading tests. students must know
the reading exercises so they can find the best way to answer them well.
D. Higher Order Thinking Skill
1. Understanding of Higher Order Thinking Skill
According to Brookhart there are three definitions of higher level
thinking, (1) Explaining high level thinking in terms of transfer, (2)
Explaining in terms of critical thinking, and (3) Explaining in terms of
problem solving.
35
Crawley and Merritt, op.cit., 2000, p.41
36
Ibid., pp.45-60
37
Francoise Grellet, Developing Reading Skill: A Practical Guide to Reading
Comprehension Exercises, (Cambridge: Cambridge University Press, 1986), pp. 14-17
22
The first is higher order thinking in terms of transfers. Brookhart
explained that, "The aim of teaching in cognitive taxonomy is to prepare
students for transfer."
Higher order thinking is understood by students to link learning with
elements that have been previously learned. The teacher hopes that students
can prepare students to go to the world and be ready to do their own
thinking without relying on the teacher to give assignments done because
life outside of school is better to give students some opportunities in
applying knowledge from school.38
The second part is higher order thinking as critical thinking. Brookhart
explained that, 'being able to think' means students can apply good judgment
or make argumentative arguments. "One of the characteristics of
knowledgeable people is to argue, reflect and make their own decisions.
Next, assessment is very important in higher order thinking tasks such as
assessing trusted sources. 39
And finally, the third part is higher order thinking as problem solving.
According to Brookhart, "Problems are goals that cannot be equipped with
known solutions". It can be concluded that lower order thinking that
requires students to remember may not help students in solving problems.
Problem solving is needed for critical thinking and practical
38
Francoise Grellet, Developing Reading Skill: A Practical Guide to Reading
Comprehension Exercises, (Cambridge: Cambridge University Press, 1986), pp.14-17
39
Ibid., pp.45-60
23
communication. Being able to think means students can solve problems with
their own solutions in school work and life.
According to Scriven and Paul, quoted by Philippot and Graves,
explaining that, "higher order thinking skills become the most important in
your thinking. In addition, they explain that higher order thinking is, "the
process of solving problems that are disciplined and actively process,
application, analysis, synthesis, and evaluation" It can be concluded that
higher order thinking skills are important in the present.
In conclusion, higher order thinking skills are the ability to think in
complex processes that are useful for transferring knowledge in real life,
critical thinking, and problem solving. students who have higher order
thinking skills must be able to examine values, evaluate evidence, and come
to conclusions in their own words.
2. Advantages of Higher Order Thinking Skill
In the process of learning higher order thinking skills many
advantages possessed by students. Therefore, teaching higher order thinking
skills to students is very important to get better results.
Some advantages, according to Mayer, are that higher order thinking
skills provide a broader vision of learning that not only acquires knowledge
but is able to use knowledge in a variety of situations, introduces
24
meaningful learning, and actively engages students in the process of
developing meaning. 40
Brookhart explained that higher order thinking skills not only add
thinking skills but also student achievement, knowledge and understanding
because students learn by forming meaning.
And according to Airaisan and Russel explained that higher order
thinking skills benefit students by bringing deeper thought processes and
reasoning while learning and the teacher tells students to think more actively
and have new ideas in adding higher order thinking skills.
From the explanation above it can be concluded that the benefits of
higher order thinking skills for students are to help and provide knowledge
and understanding of students during the learning process.
3. Higher Order Thinking in Bloom’s Taxonomy
Bloom's taxonomy has three objectives that are useful for assessing
student behavior in the teaching and learning process, including the
following; cognitive, affective, and psychomotor.
According to Airasian and Russel that, "Educational goals must be
taught and assessed in the cognitive field." Therefore, the cognitive field is
guided and assessed to achieve educational goals with teacher knowledge.41
And according to Bloom that, "most of the work in developing this
curriculum has taken place" Therefore, this research focuses on Bloom's
40
Richard E. Meyer, Theory Into Practice: Rote Versus Meaningful Learning,
The H.W. Wilson Company, Vol. 41 No. 4, 2002,
41
Brookhart, op.cit., 2010, p.8
25
cognitive taxonomy process. The types of cognitive processes identified in
Bloom's taxonomy are explained in the table below; 42
The difference between original taxonomy and revised taxonomy can
be seen as:
Table 2.1
The Difference between Original Taxonomy and Revised Taxonomy
Original Taxonomy Revised Taxonomy
Knowledge Remember – retrieve relevant
knowledge from long-term
memory(recognize, recall)
Comprehension Understand – determine the
meaningof instructional messages
(interpret,classify, summarize,
infer, compare)
Application Apply – use a procedure in a
givensituation (execute,
implement)
Analysis Analyze – break material into
partsand see how they related
(differentiate, organize, attribute)
Synthesis Create – put elements together to
form coherent whole or make an
original product (generate,
produce)
Evaluation Evaluate – make judgments based

oncriteria and standards (check,
critique)
The table above shows that each part is the same between the original
taxonomy and the revised taxonomy. The difference is only shown in the
use of words and the rearrangement of the last two sections43synthesis and
evaluation turn into evaluation and creation. Both of these skills are
42
Peter W. Airasian and Michael K. Russell, Classroom Assessment: Concepts and
Applications, (Boston: McGraw-Hill, 2008), 6th Ed., p. 67
43
Diann Musial et.al, Foundations of Meaningful Educational Assessment, (New
York: McGraw Hill, 2009), p. 87
26
rearranged because it is assumed that students must be able to criticize and
examine ideas before students produce.
According to Musial et.al.that, "The six parts are rewritten with verbs
to represent what a thinker does in that category. Word forms in the original
Bloom taxonomy are changed from noun forms to verb forms in the revised
Bloom taxonomy.
if using a revised taxonomy, we turn to ways to assess students' ability
in higher order thinking skills to analyze, evaluate, and create. According to
Brookhart the taxonomy of cognitive processes clearly has in common that
when the level of thinking becomes more complex and more complicated in
between.
According to Airasian and Russsel that, "In general, any cognitive
behavior that involves more than memorizing memorization is considered a
higher order cognitive behavior." the process of thinking and reasoning is
more complex than memorization included in the order of thinking at the
cognitive domain in Bloom's taxonomy.
Higher order thinking skills in Bloom's taxonomy have been revised
are as follows:
a. The level of analysis means breaking information down into smaller ideas
and determining the relationship of those ideas.
b. The evaluation level includes checking and critiquing the value of the
material based on criteria.
27
c. The level of creating includes producing, planning, and producing new
structures from different elements.
From the explanation of higher order thinking skills in the revised
edition of Bloom's Taxonomy, we can conclude that higher order thinking
skills or the three final skills of Bloom's taxonomy; analyzing, evaluating,
and creating, requires students' critical thinking.
4. Higher Order Thinking in Reading Exercise
According to Airasian and Russel that, "Many people believe one way
to test higher order thinking skills is with essay items." therefore, the writer
only analyzes the essay items from reading questions to see the order of the
level of thought in the reading practice. The question, starting with WH
(What, Who, When, Where, Why, How).
Airasian and Russel explained that, "Essay questions have tools to
assess higher order thinking." Essay material can build responses that
provide a lot of insight into thinking and learning because by answering
essay questions, students need to use their own words.
According to Musial et.al "The most effective essay question is to
assess complex learning and higher order thinking skills." therefore, it is
appropriate to examine the distribution of higher order thinking skills in
essay reading practice.
Assessing higher order thinking in essay reading practice essays is
very helpful in examining students' understanding and critical thinking,
especially in reading practice. This means that higher order thinking skills in
28
reading practice require students to use their thinking skills in more
complicated processes.
Lower order thinking questions are easier to find in practice, easy for
students to answer, and easier for teachers to make, while higher order
thinking questions may be rarely found because teachers need more time to
wait for students to answer these questions.
From the above explanation it can be concluded that higher order
thinking in reading exercises includes essay questions that contain the skills
of analyzing, evaluating, and creating.44
D. Previous Related Studies
In this study about reading skills that have been conducted by several
researchers, one of them is the first study conducted by AyatAbd Al-Qader
Ahmad Seif in August 2012. The title of the research is to discuss the high
level of English reading exercises for Palestinian class 8. This research tries
to consider reading. (HOTS) in reading practice. Where used two
instruments to collect data, namely content analysis cards and structured
interviews. The findings show that analytical reading skills get 51.92%,
synthesis skills 41.35% and evaluation skills get 6.73%.
Furthermore, the second study was conducted by Abdul Kareem
Igbaria on June 24, 2013. The title of his research was about content
analysis of the WH-Question in the EFL textbook of Horizons. In his
research Abdul tries to examine the extent to which WH questions in the
44
Airasian and Russel, loc.cit., 2008, p.111
29
textbook emphasize higher order thinking according to Bloom's taxonomy.
He uses content analysis to conduct research. The results of his research
showed that 244 questions emphasized the level of cognition that
represented lower order thinking skills, and 137 questions that emphasized
three higher level thinking skills.
And the latest research, research from Ping Shen on February 1, 2012.
The title of the research is the Case Study of Teacher Question and Answer
and Critical Thinking of Students in EFL University Reading Classes. It
aims to investigate whether teacher questions can facilitate students' critical
thinking. Class observations and interviews are used in this study. The
results of his study showed that teachers asked more from low cognitive
questions (79.2%) than higher ones (20.8%).
In connection with the study, the authors focused on analyzing essay
questions from reading exercises in the Pathway to English textbook for
10th grade students of SMAN 5 in Bengkulu city to examine the distribution
of higher order thinking skills based on revisions from Bloom's taxonomy.
Where this is a must to examine the distribution of higher order thinking
skills in reading practice because it can support students in improving
critical thinking skills in every activity undertaken by students.
30
CHAPTER III
RESEARCH METHOD
A. Research Design
In this study, the authors used the content analysis method because it
analyzed the contents of textbooks, in the reading practice essays in the
Pathway to English textbooks for 10th grade students of SMAN 5 Bengkulu
city. According to Ary, "Content analysis is a research method used to determine
the characteristics of the material. The material analyzed is in the form of
textbooks, newspapers, speeches, advertisements, or various other types."
And this study uses qualitative data because the data is in the form of
words that are essay questions reading exercises from the English textbook
Pathway to English and uses statistical calculations to determine the
distribution of each level of Bloom's taxonomy, in higher order thinking. 45
B. The Object of the Study
The object of this research is the practice of reading essays in the
Pathway to English textbooks for 10th grade students at SMAN 5 Kota
Bengkulu, which only focuses on WH-word essay questions, what, who,
when, where, why, and how.
C. Research Instrument
The instrument in this study, the authors used a Pathway to English
textbook for 10th grade SMAN 5 Bengkulu city and an analysis card to
45
Donald Ary et.al, Introduction to Research in Education, (Belinont: Wadsworth
Cengage Learning, 2010), 8th ed., p.457 33
31
retrieve and analyze data to obtain research results. The research
instruments contained 2 data as follows;
1. Pathway to English textbooks
The first data used the pathway to English textbook for grade 10 of
SMAN 5 Bengkulu city. To take the reading practice essay questions, the
authors used the Pathway to English textbooks, and the authors wanted to
obtain evidence of the distribution of higher order thinking skills in the
textbook based on the six cognitive sections of the revised Bloom taxonomy
edition.
2. Card Analysis
The data of the two authors use the analysis card as a reference to
collect each essay reading question. The analysis card was created by
combining and collecting 6 cognitive sections of the revised edition of
Bloom's taxonomy with examples of reading questions found by the author
of the book.
D. Techniques of Collecting Data
In this study, the authors used a checklist table to collect data. Where
the author lists all essay questions from reading exercises after reading the
reading text. The author sorts all reading exercises according to chapters in
the textbook.
Then, the author puts all essay questions from reading exercises into a
checklist table and then arranges and checks the distribution of each reading
question based on 6 cognitive sections.
32
E. Techniques of Analysis Data
After completing the data collection, the authors used the checklist
table to analyze the distribution of higher order thinking skills in reading
exercises from the Pathway to English textbook consisting of essay
questions in each chapter and column for all cognitive skills of the revised
Bloom's taxonomy of economics.
This data collection was taken from the textbook "Pathway to
English". And the authors analyzed this data through the rubric assessment
from BSNP. This analysis is to evaluate the appropriate material in the 2013
Curriculum.
In this analysis, the authors carry out the following sections:
1. Comparing material in textbooks with themes recommended by the 2013
the Curriculum.
2. Evaluate material in the "Pathway to English" textbook.
3. Explain the data found from the evaluation process of the textbook
"Pathway to English".
4. Summarizing the suitability of the content of the "Pathway to English"
textbook in quantitative form to show results in percentages and
numbers. In this study the following formula will be used.
P= F:N x 100 %
Notes : P: Presentage
F:Frequency
N: The sum of frequency
33
CHAPTER IV
RESULT AND DISCUSSION
A. Result
The author of an English textbook Pathway to English is Th. M.
Sudarwati and Eudia Grace. The editors are YuniarWidiastuti and
DwiWahyuPriyanto. The cover design is AchmadTaupik, the textbook
setting in the Bupel 3 Department setting, and the printing company PT
GeloraAksaraPratama. Then it was published by Erlangga Publisher in
2014. This textbook was made for high school students in grade 10. Here
students not only learn English four basic things including listening,
speaking, reading, writing, but also the components of language, grammar
and vocabulary.
This Pathway to English textbook uses a revised 2013 curriculum. In
the textbook there are 10 chapters with different themes and topics to learn
for students. In the Pathway to English textbooks have a variety of
exercises, including basic language skills namely listening, speaking,
reading, writing, and there are also components of language, grammar and
vocabulary. However, this research only focuses on WH-word essay
questions such as what, who, when, where, why, and how.
In the Pathway to English textbooks there are 7 types of reading texts
for 10th grade high school students including letters, report texts, analytic
exposition texts, biographies, songs, dialogs, and procedural texts.
34
The figure and table below explain the distribution of essay reading
exercises in the Pathway to English textbook.
34
Table 4.1
The Distribution of the Essay Reading Exercises
Ch. Theme The The Reading The Essay

Exercises in Exercises Reading
very Chapter Exercises
1 Hi, My Name 36 Exercises 3 Exercises 1 Exercises
Is….
2 Well Done ! 31 Exercises 2 Exercises 1 Exercises
3 Congratulations ! 16 Exercises 2 Exercises 1 Exercises
4 I Will Improve 27 Exercises 3 Exercises 1 Exercises
My English
5 It‟s A Wonderful 45 Exercises 4 Exercises 3 Exercises
Place
6 Listen To The 19 Exercises 2 Exercises 1 Exercises
School
Announcement
7 I‟ve Been There 25 Exercises 1 Exercises 1 Exercises
35
8 Past Echoes Of 29 Exercises 1 Exercises 0 Exercises
The Nations
9 A Long Time 38 Exercises 3 Exercises 3 Exercises
Ago
10 Sing Your Heart 15 Exercises 0 Exercises 0 Exercises
Out
Total 281 21 12
The table above is a distribution table of essay reading exercises
which found 281 exercises in each chapter, 21 reading exercises, and 12
reading essay exercises. In the textbook, it was found 12 reading essay
exercises out of 21 reading exercises that contained various reading
exercises such as essays, true or false, matching, short answer, fill in the
blank, and complete the column.
For further explanation about the distribution of higher order thinking
skill in the Pathway to English textbooks there are 6 types of reading
exercises which can be seen in the table below;
Table 4.2
The Test Types of Reading Exercises
No Reading Chapter Tot
Exercises
1 2 3 4 5 6 7 8 9 10
1 Essay Ex Ex Ex Ex Ex Ex Ex Ex Ex Ex 12
33 15 11 18 7, 14 15 - 13, - Ex
36, 15,
39 23
2 True or - - - Ex - Ex - - - - 2
False 18 16 Ex
3 Matching Ex - - Ex - - - Ex - - 3
9 19 8 Ex
4 Short Ex - Ex - Ex - - - - - 3
Answer 25 10 24 Ex
5 Fill in the - - - - - - - - - - 0
Blank Ex
6 Complete - Ex - - - - - - - - 1
the 10 Ex
Column
36
Total 3 2 2 3 4 2 1 1 3 - 21
Ex Ex Ex Ex Ex Ex Ex Ex Ex Ex
The table above explains that there are 6 types of reading exercises in
a text book with 21 exercises. Where the highest distribution is obtained
reading practice essay questions with a total of 12 exercises, right or wrong
question exercises get 2 exercises, match gets 3 exercises, short answers get
3 exercises, fill in blank gets 0 and complete column gets 1 exercise.The
table above shows that each type of reading essay exercise in the Pathway to
English textbooks in the 10 chapters obtained uneven results.
The level of higher order thinking distribution which consists of
analyze, create, and evaluate skill only gets 3 question from 72 question
reading essays. Analyze domain or C4 gets 2 items while create domain or
C5 there is no question, and evaluate domain gets 1 item. It also shows that
the distribution of the lower order thinking skill (remember, understand,
apply) obtains 95.84%with 69 questions while the higher order thinking
skill (analyze, create, evaluate) only obtains 4.16% with 3 questions.
37
38
Moreover, the following two tables add together the essay reading
question based on their each skill so the kinds of the question which
belong to the three skills in the higher order thinking could be seen clearly.
B. The Discussion of the Data
Before textbooks are used, the teacher must evaluate first to find out
how well the textbooks are used in providing higher order thinking skills to
students because with critical thinking students can easily participate in
varied and challenging lessons during the teaching and learning process.
Here are 6 cognitive sections in the revised Bloom taxonomy edition.
The six parts are divided into lower order thinking (remember, understand,
apply) and higher order thinking (analysis, creating, and evaluating). And
the authors want to know the distribution of higher order thinking skills in
each essay reading practice questions using the cognitive section.
From 10 chapters in the Pathway to English textbook, there are 12
reading essay exercises that get 72 essay questions with higher order
thinking only get 3 questions while lower order thinking gets 69 questions.
In Bloom's revised taxonomy it has 6 cognitive parts including remember,
understand, apply, analyze, create, and evaluate. Where higher order
thinking skills are divided analyze, create, and evaluate. Here the essay
reading exercise is analyzed using a checklist table to find out the
distribution of cognitive parts in each essay reading question.
Based on the analysis of the distribution of higher order thinking
skills, it shows that the analyze skill gets the highest distribution while the
38
39
create skill does not obtain a distribution or zero, and the evaluating skill
gets the second highest distribution. It can be seen that the distribution of
the three skills is uneven.
The table below explains how the authors collected data using the
analysis card and checklist table.
The Distribution of the Cognitive Domain in Essay Reading Exercises

Ch No Essay Reading Questions Cognitive Domain of Bloom‟s
Taxonomy
Lower Order Higher Order
Thinking Thinking
C1 C2 C3 C4 C5 C6
1 1 How old is Tom? √
2 Where does Tom actually come √
from?
3 Where does Alexander study? √
4 What does Tom‟s mother do? √
5 Who are Tom‟s favorite √
6 musicians? √
Why did Tom‟s father move to
7 Stockholm? √
Why does Tom want to be a
computer scientist?
Total 4 3 0 0 0 0
Score 7
The table above explains the distribution of cognitive domains in
essay reading exercises in the Pathway to English textbook in chapter 1,
obtaining 7 questions on essay reading exercises for lower order thinking
skills, including remembering skills (C1) getting 4 items and understanding
(C2) getting 3 items while Higher order thinking skills in chapter 1 do not
get a matter of reading essay practice.
39
40

Taxonomy
Thinking Thinking
C1 C2 C3 C4 C5 C6
2 1 Who wrote the letter? √
2 Who is the letter likely for? √
3 What is the purpose of writing the √
letter?
4 What does the writer mean by √
this?
5 What kind of a person do you √
think the writer is?
6 What kind of a person do you √
think the receiver is?
Total 2 4 0 0 0 0
Score 6 0
essay reading exercises in the Pathway to English textbook in chapter 2
obtaining 6 essay practice questions reading lower order thinking skills,
including remembering skills (C1) getting 2 items and understanding (C2)
getting 4 items while Higher order thinking skills in chapter 2 do not get a
reading essay practice questions.

. . Taxonomy
Thinking Thinking
C1 C2 C3 C4 C5 C6
3 1 What is the letter about? √
2 To whom is the letter addressed? √
3 Who wrote the letter? √
4 Why did she write the letter? √
5 Where did Linda graduate from? √
Total 3 2 0 0 0 0
Score 5 0
40
41
essay reading exercises in the Pathway to English textbook in chapter 3 gets
5 questions essay reading practice lower order thinking skills, including
remembering skills (C1) getting 3 items and understanding (C2) getting 2
items while the higher order thinking skills in chapter 3 do not get a reading
essay practice questions.

. . Taxonomy
Thinking Thinking
C1 C2 C3 C4 C5 C6
4 1 What is the letter about? √
2 What is the relationship between √
AndiManuhutu and
MrWirakusuma?
3 Why does AndiManuhutu send a √
letter to MrWirakusuma?
4 What does AndiManuhutu expect √
by sending the letter?
5 Why do you think AndiManuhutu √
has MrWirakusuma reserve a
room for him?
Total 1 3 0 1 0 0
Score 4 1
obtaining 5 questions for reading essay practice questions. Where lower
order thinking skills, including remembering skills (C1) get 1 items and
understand (C2) get 3 items while higher order thinking skills analyze skills
(C4) get 1 items.
41
42

. . Taxonomy
Thinking Thinking
C1 C2 C3 C4 C5 C6
5 1 What is the text about? √
2 What does the writer try to √
describe?
3 The first paragraph tells the √
readers about
4 The characteristics of Purna √
Bhakti Pertiwi Museum can be
found in paragraph
5 The main idea of the third √
paragraph is?
6 What do you think of the „Purna √
Bhakti Pertiwi” museum?
7 Where is the town/ city located? √
8 How large is the area? √
9 What is the population? √
10 What ethnicities live there? √
11 What are the popular landmarks √
that the town/ city is famous for?
12 What does the text tell you about? √
13 What is the purpose of the text? √
14 Does the text use adjectives? √
Mention them.
15 Is the text in simple present tense? √
Total 7 8 0 0 0 0
Score 15 0
obtaining 15 questions on essay reading practice. Where lower order
thinking skills, including remembering skills (C1) get 7 items and
understand (C2) get 8 items while higher order thinking skills get 0 items.
42
43

. . Taxonomy
Thinking Thinking
C1 C2 C3 C4 C5 C6
6 1 What is the text about? √
2 What is the purpose of the text? √
3 What should the participant do if √
he/ she wants to join this
activity? √
4 How much should one pay for
the seminar and workshop?
Total 2 2 0 0 0 0
Score 4
obtaining 4 questions on essay reading practice. Where lower order thinking
skills, including remembering skills (C1) get 2 items and understand (C2)
get 2 items while higher order thinking skills get 0 items.

. . Taxonomy
Thinking Thinking
C1 C2 C3 C4 C5 C6
7 1 Who wrote the letter? √
2 Who is the letter likely to be √
for? √
3 What is the writer‟s purpose of
writing the letter? √
4 What does the writer mean
when he wrote‟It was very
tiring but the view of the lake
was just gorgeous?‟ √
5 What kind of a person do you
think the writer is? √
6 What kind of a person do you
think the recipient is?
43
44
Total 4 2 0 0 0 0
Score 6
obtaining 6 questions of essay reading practice questions. Where lower
order thinking skills, including remembering skills (C1) get 4 items and
understand (C2) get 2 items while higher order thinking skills get 0 items.
In the Pathway to English textbook for 10th grade high school
students in chapter 8, there is no question of reading essay practice
questions so that the distribution of the cognitive domain in essay reading
exercises gets 0 items.

. . Taxonomy
Thinking Thinking
C1 C2 C3 C4 C5 C6
9 1 What made Serunting a mighty √
man?
2 What was the quarrel between √
Serunting and AryaTebing about?
3 How did AryaTebing defeat √
Serunting?
4 How did Serunting feel when he √
lost the flight?
5 When did Serunting get the power √
from the God of Mahameru?
6 Do you think Serunting‟s new √
power was a blessing or a
catastrophe? Why?
7 What do the underlined words √
refer to?
8 Where would you put these √
expressions in the text?
9 Which moral lesson is NOT √
appropriate for this story?
44
45
10 What do you think of the end of √

the story?
11 What did the king promise the √
queen?
12 Who took care of the princess‟s √
after the queen passed away?
13 How was the princess √
stepmother‟s behavior towards
the princess? √
14 How did the king send the
princess regards to the Green √
Knight?
15 Had the princess and the Green
Knight known each other very √
well?
16 Why did the Green Knight visit √
the princess secretly?
17 Why did the Green Knight stop √
visiting the princess?
18 How did the princess save the √
Green Knight?
19 What do the underlined words √
refer to?
20 When did the peasant and his √
wife meet the pigmy boy? √
21 When did the wagon get so
heavy? √
22 What happened on their way to √
the forest?
23 When did the boy want to stop?
24 What happened to the boy then?
Total 13 7 2 1 0 1
Score 22 2
The table above explains the distribution of cognitive domains in the
practice of reading essays in the Pathway to English textbook in chapter 9
which gets 24 questions about essay reading exercises. Where lower order
thinking skills get 22 questions about reading essay practice, namely
remember skills (C1) get 13 items, understand (C2) get 7 items, and apply
(C3) get 2 items while higher order thinking skills get 2 questions about
45
46
practice essay reading is analyze skills (C4) get 1 item, create (C5) get 0
items, and evaluate (C6) get 1 item.
In the Pathway to English textbook for 10th grade high school students
in chapter 10, there is no question of reading essay practice questions so that
the distribution of the cognitive domain in essay reading exercises gets 0
items.
It can be concluded that the table above shows that there are 72
reading essay practice questions in the Pathway to English textbook. Where
higher order thinking skills consist of analyze, create, evaluate. Analyze
skills get 2 questions from 72 questions or 2.78%, create skills get 0 items
from 72 questions or 0%, and evaluate skills get 1 item from 72 questions or
1.38%. So, the total number of higher order thinking skills obtained 3 items
from 72 question questions or 4.16%.
Furthermore, the table below explains the percentage and distribution
of reading essay exercises in analyze higher order thinking skills in the
Pathway to English textbooks.
Table 4.3
The Distribution of the Higher Order Thinking Skill in EssayReading
Exercises
Higher Order Essay Reading Total Score

No Thinking Level Question
1. Analyze 2 2/72×100%=2.78%
2. Create 0 0
3. Evaluate 1 1/72×100%=1.38%
Total 3 3/72×100%=4.16%
46
47
Diagram Pie
The distribution of the higher order thinking skill
in essay reading exercises
Analyze
2.78% Create
4.16%%
Evaluate
0% Total
1.38%%
The table and diagram above shows that there are 2 out of 72 essay
questions about reading skills analysis or 2.78%. And secondly, making
skills did not get the distribution of essay reading practice questions or 0%,
while evaluating skills got 1 essay reading question or 1.38%.
For more details of the three skills above, we can see in the table and
figure below.
Table 4.4
The Questions List of Analyze Skill
Ch. No. Questions List of Analyze Skill
4 5 Why do you think AndiManuhutu has
MrWirakusuma reserve a room for him?
9 10 What do you think of the end of the story?
47
48
From the table and figure 4.4 above it shows that there are two
questions about reading essays in analyzing skills, which are found in
chapters 4 page 72 in exercises 18 and 9 page 173in exercises 13.
And the create skills in this Pathway to English textbook do not get a
reading essay question.
Table 4.5
The Questions List of Evaluate Skill
Ch. No. Questions List of Evaluate Skill
9 6 Do you think Serunting‟s new power was a blessing
or a catastrophe? Why?
From the table and figure 4.5 above it shows that there are 1 question
out of 72 essay questions to evaluate skills found in chapter 9 page 172 in
exercises 13. Where the evaluate skills are the most critical thinking skills
among the three higher order thinking skills.
48
49
This study has the same results as the Igbaria study which concluded
that the distribution of lower order thinking skills is higher than higher level
thinking skills. Because lower order thinking questions are common and
common in lesson plans that are easily answered by students and more
easily made by teachers.
In contrast, Airasian and Russel's statements explain that higher order
thinking questions make the teacher wait a long time for students to answer
these questions. Therefore the authors think that the textbook author is
concerned about the time constraints in teaching and learning in the
classroom.
So, it can be concluded that of the three skills above obtain a
distribution of higher order thinking skills is not balanced. Where the
highest distribution is obtained by analyzing skills with the amount of
2.78% while the lowest distribution is obtained by creating skills with the
amount of 0% and the evaluating skill distribution is obtained by the amount
of 1.38%. The total number of higher order thinking skills obtained 4.16%.
49
50
CHAPTER V
CONCLUSION AND SUGGESTION
A. The Conclusion
Textbooks are one of the learning media to facilitate teachers in
delivering and developing material in the classroom. And textbooks are very
important for students in the learning and teaching process because without
textbooks students do not have a purpose for learning. Thus, textbooks make
it easy for students to gain an understanding of the lesson. However, in the
community environment a lot of criticism and suggestions regarding the use
of textbooks. One of them is that the textbook contains too little material
and is not challenging enough for teachers and students. For this reason,
textbooks must be improved with various exercises or tasks, fluency in
practicing the four basic language skills, namely; listening, speaking,
reading and writing. Higher order thinking skills can make students think
more critically and solve problems in the learning process. However,
exercises involving higher order thinking skills in textbooks are still
minimal in the current teaching and learning process.
Here the author only focuses on reading skills and analyzes reading
essay exercises in the 2013 revised Pathway to English textbook curriculum
for SMAN 5 grade 10 in Bengkulu city to find empirical evidence of the
distribution of higher order thinking skills in reading essay exercises.
50
51
After analyzing using Pathway to English textbooks, analysis cards,
and checklist tables as instruments to collect data, the authors conclude that
the distribution of higher order thinking skills in essay reading exercises is
lower than the distribution of lower level thinking. With the results of the
data showing that the distribution of higher order thinking skills in the
practice of reading essays in the Pathway to English textbook only obtained
3 out of 72 questions or 4.16% while the distribution of lower order thinking
skills obtained 69 of 72 questions or 95.84%.
We can see that the results of the analysis of the distribution of higher
order thinking skills are as follows:
a. Analysis skills, obtained the highest distribution results, obtained 2 of 72
questions or 2.78%.
b. Skill create, do not get distribution results or 0%. And
c. Skill evaluate, obtain the distribution of 1 of 72 questions or 1.38%.
It can be concluded, that the distribution of higher order thinking skills
in essay reading questions in the Pathway to English textbooks is low and
unbalanced. Because, higher order thinking skills in the Pathway to English
textbooks have less questions about reading essay practice questions, and
less variation in higher order thinking skills.
B. Suggestion
The writer would like to give some suggestions that might be useful
for teachers, students, and everyone who reads this research:
1. The English teacher must evaluate or check the contents of the textbook
51
52
whether the material and exercises in the textbook are appropriate for the
needs and abilities of students.
2. English teachers do not rely too much and take for granted the contents of
textbooks.
3. Textbook writers and English teachers need to increase their high-level
thinking skills training that can train students' ability to have higher order
thinking skills.
4. The teacher must encourage students to practice their thinking to be more
critical and logical.
5. Readers of this study are expected to get some references in the selection
of textbooks, about reading problems, and the importance of higher order
thinking skills in education or society.
52
53
REFERENCES
Airasian Peter W and Ssell Michael K. Ru, 2008. Classroom

Assessment: Concepts and Applications. Boston: McGraw-Hill, p. 67.
Anter Nancy and Daiek Deborah. 2004. Critical Reading for
College and Beyond. Boston: The McGraw-Hill Companies. p.s5.
Ary Donald. 2010. Introduction to Research in Education.
Belinont: Wadsworth Cengage Learning. p. 457 33.
AS Mudzakir. January 1,2014. Penulisan Buku Teks yang
Berkualitas. (http://www.upi.edu).
Bassham Gregory. 2005. Critical Thinking: A Student‟s

Introduction. New York: McGraw Hill.
Bergemann Vena E, Olson Mary W, and Reed Arthea J S. 1998. In

the Classroom; In Introduction to Education. Boston; McGraw-Hill. p.
258.
Brookhart Susan M. 2010 How to Asses High-Order Thinking
Skills in Your Classroom. Alexandria; ASDC Member Book. p. 3.
Caldwell JoAnne Schudt. 2008. Comprehension Assessment. New

York: Guilford Press. p. 4.
Chandran Shanti. 2003 . “Where are the ELT Textbook?”, in Willy
A. Renandya (Ed.), Methodology and Materials Design in Language
Teaching: Current Perception and Practices and their Implications.
Singapore : SEAMEO Regional language centre. p. 162.
Cunningsworth Alan. 1984. Evaluating and Selecting EFL

Teaching Materials. London; Heinemann Educational books Ltd. p. 1.
Cunningsworth Alan. 1998. Choosing Your Coursebook. Oxford;

Macmillan Publisher.
Gebhard Jerry Greer. 2009. Teaching as a Foreign or Second

Language; A Teacher Self Development and Methodology guide 2th
Edition. Michigan; The University of Michigan Press. p. 11.
Grellet Francoise. 1986. Developing Reading Skill: A Practical

Guide to Reading Comprehension Exercises. Cambridge: Cambridge
University Press. p. 14-17.
Grellet Francoise. 2010. Developing Reading Skill. Cambridge:

Cambrifge University Press. p.3.
53
54
Grabe William. 2009. Reading in a Second Language. New York:

Cambrifge University Press. p. 14.
Harmer, Jeremy. 1996. The Practice of English Language

Teaching. New York; Longman. p.191.
Harmer Jeremy. 1996. The Practice of English Language Teaching.

New York: Longman. p. 257.
Jazadi Iwan, 2003. “Mandated English Teaching Materials and

their Implications to teaching and Learning :The Case of Indonesia”, in
Willy A. Renandya (Ed.), Methodology and Materials Design in Language
Teaching: Current Perception and Practices and their Implications.
Singapore : SEAMEO Regional language centre. p. 143.
Krathwol, David R, 2002. A Revision of Bloom‟s Taxonomy: An

Overview, Taylor and Francis Group and JSTOR. Vol. 41. p. 212.
Linse, Caroline T, 2006. Practical English language Teaching;

Young Learners. New York; McGraw-Hill. p. 71.
McDonough Jo and Shaw Christopher. 1993. Materials and

Methods in ELT. Oxford; Blackwell Publishers. p. 102-103.
Meyer Richad E. 2002. Theory Into Practice; Rote Versus

Meaningful Learning. The H. W. Wilson Company. Vol. 41 No. 4.
Musial Diann. 2009. Foundations of Meaningful Educational

Assessment. New York: McGraw Hill. p. 87.
Paul Richard W and Elder Linda. 2002. Critical Thinking: Tools

for Taking Charge of Your Professional and Personal Life. New Jersey;
Prentice Hall. p. 26.
Posner George J. 2004 Analyzing the Curriculum third edition.

New York; McGraw-Hill. p. 5.
Puskurbuk. 2014. Pengantar Instrumen 1 Bahasa Inggris.

(www.Puskurbuk.edu).
Richards, Jack C. 2001. Curriculum Development in Language

Teaching. Cambridge: Cambridge University Press. p. 25.
54
55
Suharyadi. 2014. Exploring “Scientific Approach” in English

Language Teaching. State University of Malang: English Department. p.
1350-1352. (www.teqip.com).
Undang-Undang Dasar RI no 20 Tahun 2003.
Ur, Penny. 2009. A Course in Language Teaching; Practice and

Theory. Cambridge: Cambridge University Press. p. 184.
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56
The Analysis Card
Level Key Words

Remember: Examples: List the names of the main
Recall data or information characters in the story.
from long-term memory. Key words: defines, describes, identifies,
knows, labels, lists, matches, names, outlines,
recalls, recognizes, reproduces, selects, states.
Understand: Examples: What was the main idea of the
Understand the meaning, story?
translation, interpretation and Key words: comprehends,converts,
interpretation of instructions distinguishes, estimates, explains, gives an
and problems. State a example, interprets, paraphrases, rewrites.
problem in one's own words.
Apply: Examples: Using what you know about the
use a concept in a new structure of the stories read in class,write a
situation or unprompted use new story of your own.
of an abstraction. Applies Key words: applies, changes, computes,
what was learned in the demonstrates, discovers, manipulates,
classroom into novel operates, predicts, prepares, relates, shows,
situations in the work place. solves, uses.
Analyze: Examples: Break the story down into its
Separates material or separate parts, describing how they relate.
concepts into component Key words: analyzes, breaks down,
parts so that its organizational compares, contrasts, diagrams,deconstructs,
structure may be understood. differentiates, discriminates, distinguishes,
Distinguishes between facts identifies, illustrates, infers, outlines, relates,
and inferences. selects, separates.
Evaluate: Examples: Is this a well written story, in your
Make judgments about the opinion? Why?
value of ideas or materials. Key words: appraises, compares, concludes,
contrasts, criticizes, critiques, defends,
describes, discriminates, evaluates, justifies,
relates, summarize.
Create: Examples: By combining these two stories
Builds a structure or pattern about whales, what would you predict about
from diverse elements. Put the future of the whale population on earth?
parts together to form a Key words: categorizes, combines, compiles,
whole, with emphasis on composes, creates, devises, designs, explains,
creating a new meaning or generates, modifies, organizes, plans,
structure. rearranges, reconstructs, relates, reorganizes,
revises, rewrites, summarizes, tells, writes.
Source; Bloom (1956).
56
57
Appendix 2
The Checklist Table
Ch. No. Essay Reading Cognitive Domain of Bloom’s Taxonomy

Questions Lower Order Higher Order
Thinking Thinking
C1 C2 C3 C4 C5 C6
Score
57
58
Appendices 2
The picture above is a type of reading exercises essay found in chapter 1 on
pages 24-25 about the letter. It turns out there is no question about reading
practice in a higher order thinking skill. The lower order thinking skills obtained 7
questions including remember skill to get 4 items, while understand get 3 items.
58
59
The picture above is a type of essay reading exercises in chapter 2 on page
41 about letters, there should be no practice questions reading essay in higher
order thinking skill. In this chapter there are only 6 lower order thinking skill
exercises.
59
60
The picture above is a type of essay reading exercises in chapter 3 on page
57-58 about letters that have no practice questions reading essays in higher order
thinking skills in this chapter there are only 5 lower order thinking skills
exercises. In chapter 3 remember skill obtains 3 items while understand skill
obtains 2 items out of 5 questions.
60
61
page 72 of letters that get 4 items for lower order thinking skill including
remember skills to obtain 1 item and understand skill to get 3 items while higher
order thinking skill get 1 item that is analyze skill.
61
62
The picture above is a type of reading exrcises essay found in chapter 5 on page
84, 105, and 106-107 about Purna Bhakti Pertiwi Museum, Semarang City, and
The Borobudur Temple turns out there are no questions about reading essay
practice in higher order thinking skills. In chapter 5 there are 15 questions about
lower order thinking skills including remember skills get 7 questions while
understand skills get 8 questions from 15 questions lower order thinking skills.
62
63
The picture above is a type of reading exercises essay fond in chapter 6 on
page 117 of the written announcement, it turns out that there is no question about
higher order thinking skills. In chapter 6 there are 4 questions about lower order
thinking skills including remember skills get 2 questions while understand skills
get 2 questions from 4 questions.
63
64
The picture above is a type of reading exercises essay found in chapter 7
on pages 133-134 about letter. It turns out there are no questions about reading
essay practice in higher order thinking skills. In chapter7 there are 6 questions
about lower order thinking skills including remember skills getting 4 questions
while understand skills get 2 questions from 6 practice questions.
64
65
65
66
66
67
pages 172-173, 174, and 179-180 about the legend of si pahit lidah, the green
knight, and read this passage and pay attention to the underlined sentences there
are 22 lower order thinking skills questions. The lower order thinking skills
include remember skills to get 13 questions, understand skills to get 7 questions,
and apply skills to get 2 questions while the higher order thinking skills obtain 2
questions including analyze skills get 1 question while create get 0 questions and
evaluate skills get 1 questions.
67
68
Appendices 3
True of False
The picture below is a type of reading exercises true or false found in
chapter 4 on pages 72-73 about letter and chapter 6 on pages 118-119 about
announcements.
68
69
69
70
Appendices 4
Reading Exercises Matching
These three images are type of reading exercises matching found in
chapter 1 on page 11, chapter 4 on page 72, and chapter 8 on page 147.
70
71
71
72
Appendices 5
Reading Exercises Short Answer
These three image are the type of reading short answer exercises
found in chapter 1 on page 20, chapter 3 on page 57, and chapter 5 on page
94.
72
73
73
74
Appendices 6
Reading Exercises complete the column
The picture above is the type of reading exercises complete the
column found in chapter 2 on page 38.
74

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EVALUATING THE HIGHER ORDER THINKING SKILLS IN READING

EXERCISES OF EFL TEXTBOOK “PATHWAY TO ENGLISH” FOR TENTH

GRADE OF SENIOR HIGH SCHOOL STUDENTS

Presented As Partial Requirement For Sarjana Degree (S.Pd)

In English Language Education

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TARBIYAH AND TADRIS

STATE INSTITUTE OF ISLAMIC STUDIES

(٠٥١) َ‫َبّلِ ٱلّلَ لَىٰكُمْمَوْ ۖ ٱلّنَٰصِّرِيّنَخَيْ ُّر َوهُو‬

But Allah is your protector,

And He is the best of helpers.

(Ali Imran 3:150)

Bengkulu, July 2019

Keywords: Textbook, Content Analysis, Higher Order Thinking Skills

Nina Apriani (2019). Mengevaluasi Keterampilan Berpikir Tingkat Tinggi dalam

Penelitian ini bertujuan untuk mendapatkan bukti empiris dari distribusi

CHAPTER I : INTRODUCTION ..................................................................... 1

CHAPTER II : LITERATURE REVIEW........................................................ 9

CHAPTER III : RESEARCH METHOD ......................................................... 33

CHAPTER IV : RESULT AND DISCUSSION ............................................... 37

Table 4.1 The Distribution of The Essay Reading Exercises.......................................

Table 4.2 The Test Types of Reading Exercises ..........................................................

Table 4.4 The Questions List of Analyze Skill ............................................................

Table 4.5 The Questions List of Evaluate Skill ...........................................................

1. Appendices 1 The Analysis Card .....................................................................

2. Appendices 2 The Checklist Table ..................................................................

3. Appendices 3 The Types of Reading Exercises True or False.........................

4. Appendices 4 The Types of Reading Exercises Matching...............................

5. Appendices 5 The Types of Reading Exercises Short Answer ........................

6. Appendices 6 The Types of Reading Exercises Complete The Column .........

A. Background of the Study

Textbooks are one of the teaching materials used by teachers in the

teaching and learning process and have an important role in learning to

facilitate students in knowing and obtaining teaching materials easily.

According to Penny Ur, "Textbooks must have a clear form of

textbooks have text and study assignments in accordance with their

respective grade levels."2The explanation can be concluded that the

teaching and learning to provide forms of work, materials, and exercises.

In the case of education there are many criticisms of the use of

challenging for teachers and students.3Therefore, the textbook is evaluated

and analyzed first by the teacher before it is given to students.

designed really ideal in the public market".4

the contents of the textbook are in accordance with the objectives of

textbook is used by students and teachers during teaching and learning in

textbook is located, exercises, instructions in the textbook, teaching

influence student outcomes and motivation in the learning process.

According to Ur, textbooks must have different topics, assignments

and ways of learning for different qualities.5And according to Ur, checking

the exercises in a textbook is very important because a good book is to have

skill needs to be learned by students because it is a core component of

English as a mother tongue because reading skills is a lot of complexity.

the reading.6In addition, Linse explained that, "Reading is interrelated with

be able to analyze and synthesize what has been read."7

Higher order thinking skills are very important in reading because in

reading activities, students must be able to answer reading questions. Higher

bloom taxonomy namely, analysis, synthesis, and evaluation.

Bloom's taxonomy is one of the educational materials designed by

Benjamin S. Bloom. Musial et.al explained that, "taxonomy has had an

impact on education over the past 50 years." Therefore, Bloom's taxonomy