Analysis Of Reading Assessment In English Textbook “Work In Progress” For Grade X Senior High School

Siregar, Alamsyah (2025) Analysis Of Reading Assessment In English Textbook “Work In Progress” For Grade X Senior High School. Skripsi thesis, UIN Imam Bonjol Padang.

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Abstract

This study aims to analyze the reading assessments in the English textbook "Work in Progress" for Grade 10 Senior High School, focusing on the types of assessments and their cognitive levels based on Revised Bloom's Taxonomy. Employing a content analysis method, the study evaluated 68 reading assessment questions from six chapters of the textbook. The results identified six types of reading assessments: short answers (32 questions), true/false (13 questions), gap-fill exercises (13 questions), matching exercises (5 questions), cloze tests (5 questions), and the absence of multiple-choice questions. Short answer questions more dominate . Regarding cognitive levels, 61.76% of the questions focused on Lower-Order Thinking Skills (LOTS), comprising Remembering (22.06%), Understanding (26.47%), and Applying (13.23%). Meanwhile, 38.24% targeted Higher-Order Thinking Skills (HOTS), including Analyzing (22.06%), Evaluating (10.29%), and Creating (5.89%). The findings reveal a balanced integration of LOTS and HOTS, highlighting the textbook's effort to support both foundational understanding and critical thinking skills.The study concludes that the textbook aligns with modern educational objectives under the merdeka curriculum by promoting a diverse range of reading assessments. Future research should explore how teachers utilize these materials in classrooms to enhance students' cognitive development, particularly through observation and interviews.

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