Readability levels of reading Passages and comprehension levels Of exercises in scaffolding

Reading passages should have readability levels (vocabulary and sentences) that suit to the grade levels of students. Indeed, the reading comprehension exercises should help the students to develop their competences in comprehending the texts. This study was conducted to investigate the readability levels of reading passages and the comprehension levels of exercises in Scaffolding for Grades 7, 8, and 9. Readability levels of each passage in the coursebooks were assessed using Flesch-Kincaid formula and Fry graph. The readability levels were obtained from the average scores of Flesch-Kincaid and Fry. The comprehension levels of exercises were judged using Barrett’s Reading Comprehension Taxonomy. Assessed using Flesch-Kincaid formula and Fry graph, the readability level of passages in Scaffolding for Grade 7 is for the fourth grade native English students, while that in Scaffolding for Grades 8 and 9, they are for the sixth and the eighth grade native English students. Judged using Barrett’s Reading Comprehension Taxonomy, exercises in Scaffolding for Grade 7 are 95% literal comprehension and 5% reorganization; in Scaffolding for Grade 8 are 76% literal comprehension, 22% reorganization, and 2% inferential comprehension; while in Scaffolding for Grade 9 are 56% literal comprehension, 36% reorganization, 7% inferential comprehension, and 1% evaluation. Eventhough the readability levels of reading passages in Scaffolding for Grade 7 , Grade 8, and Grade 9 are already graded, the readability levels of passages in the coursebooks are below the levels of Indonesia EFL students using the coursebooks. The exercises are also already graded in their comprehension levels, but most of the exercises are dominated by literal comprehension level and only supplemented with low numbers of inferential comprehension and evaluation levels. Based on the result of the study, suggestions are given for the teachers using the coursebooks and the writers of the coursebooks. Teachers using the coursebook might provide other passages that suit to the grade level of the students to supplement the passages on the coursebooks. Teachers can also enrich the exercises on the coursebooks with higher comprehension levels of exercises. Similar suggestions also go to the writers of the coursebooks, considering the readability levels involving language factors in evaluating the passages written and providing higher comprehension levels of exercises should be the concern of the writers. It is also hoped for the improvement of the coursebooks, further study on the reading passages by evaluating linguistic/rhetorical factors (coherence and unity) and readers factors (backgrounds and interests of the students) might be don