Textbooks serve as an essential educational tool in shaping learning structures and developing students' cognition. This study analyzes reading comprehension questions in “Bahasa Inggris Tingkat Lanjut” for Grade XI textbook based on the Revised Bloom's Taxonomy to find out the distribution of cognitive levels in reading comprehension questions and learning objectives written in the book, as well as the suitability between reading comprehension questions and learning objectives. Content analysis was conducted to categorize the questions to assess their cognitive depth and relevance in learning. The results showed that in the distribution of cognitive levels, low-level thinking skills (LOTS) dominated 58.14%, while higher-level thinking skills (HOTS) were only 41.86%. Two questions did not fall into the category of reading comprehension questions. Similarly, not all learning objectives listed were relevant to reading comprehension. Despite the imperfections, most questions still supported comprehension by emphasizing text structure, explicit and implicit information, and linguistic features. However, there was an absence of questions at the Apply and Create levels. This study highlights the importance of creating textbooks that are more balanced in covering different cognitive levels. The findings provide insights for educators and book writers in designing more comprehensive reading comprehension materials.
