The intent of the present study is to ascertain: 1) the types of cognitive levels of reading comprehension questions are included in the “Bahasa Inggris Tingkat Lanjut” textbook for grade XI based on revised bloom’s taxonomy, and 2) the role of reading comprehension questions in the development of students' reading skills in the english textbook "Bahasa Inggris Tingkat Lanjut" for grade XI. The present investigation is carried out using a content analysis as the methodology. In addition, the data is collected through document analysis by choosing and reading every chapter in the primary source which is a textbook called “Bahasa Inggris Tingkat Lanjut” for 11th grade students, selecting the reading comprehension exercises, and giving codes to the data. Moreover, an technique called triangulation namely expert judgement and peer debriefing is utilized in this study to validate the data. To analyze the obtained data, this study is employed an interactive model proposed by Miles, et al. (2014). The result of this study reveals that: 1) the textbook contains all of the reading comprehension questions cognitive level types based on Revised Bloom’s Taxonomy. out of 43 questions, 23 belong to Lower-Order Thinking Skills (LOTS), which is more common than High-Order Thinking Skills (HOTS) questions. 2) the reading comprehension questions in the textbook help students to develop their reading skill. There are 5 indicator reading skill that included in the reading comprehension questions in the textbook.
