This study aims to: 1) describe the question types of reading tasks in the “Work in Progress” textbook, and 2) analyze how the question types of reading tasks support aspects of reading comprehension. This study used content analysis through unitizing, sampling, coding, reducing, inferring, and narrating. The data were taken from the Grade X English textbook Work in Progress, focusing on reading activity questions that were selected and categorized based on reading comprehension aspects. The findings showed that: 1) among 15 identified question types, 8 types were found in the textbook. These types include open-ended, WH, matching, yes or no, true or false, gap filling, information transfer, and rearrangement items. 2) Open-ended questions were the most frequent (48.38%) and covered all five aspects of reading comprehension. WH questions (22.58%) supported making inferences, locating references, and providing detailed information. Matching and information transfer (each 6.45%) addressed detail information and word meaning. Yes or no questions (6.45%) are targeted making inferences and detail information. True or false, gap filling, and rearrangement items (each 3.22%) focused solely on detail information. The distribution of comprehension aspects was uneven, with main idea and word meaning underrepresented. It is recommended that teachers provide additional exercises, students explore other resources, and textbook authors revise future editions to ensure better balance and alignment with reading comprehension aspects.
