READING COMPREHENSION ASSESSMENT IN ENGLISH TEXTBOOK BRIGHT AN ENGLISH COURSE FOR JUNIOR HIGH SCHOOL STUDENTS 9TH GRADE PUBLISHED BY ERLANGGA

One of the learning sources in the teaching and learning process at school is a textbook that plays an important role to master the material. Reading serves as a primary means for conveying informational contents to be learned. It is certainly not easy for students to interpret the meaning or the idea from written texts. To find out whether students understand the reading, it is necessary to prove it with a reading assessment. Reading assessment provides critical information for making important instructional decisions. The process of reading assessment will indirectly train readers' critical thinking, evaluating, judging, imagining, reasoning, and problem solving. Teacher needs to provide various levels and types of learning English to know what level that students have achieved. One of the textbooks that provide reading assessments is “Bright: An English Course Book for Junior High School Students 9th Grade” Published by Erlangga. The purpose of this study is to find out the types of reading assessment based on the theory by H. Douglas Brown and obtains the levels of reading assessment (HOTS and LOTS) based on the revised edition of Bloom’s Taxonomy on the questions in the reading assessment in “Bright: An English Course Book for Junior High School Students 9th Grade” Published by Erlangga. This study is a content analysis that used a qualitative method as an approach. Documentary analysis was used to collect research data. The data was analyzed by going through classifying data or searching the reading question in the textbook, marking in the checklist, coding, tabulating, and interpreting. The result of this study is divided into two points. First, the types of reading assessments. There were 41 of 194 reading assessments there are 16 assessments in interactive reading, 12 assessments in perceptive reading, 11 assessments in selective reading, and 2 assessments in extensive reading. The most dominant reading assessment is interactive reading. Second, the levels of thinking skills in the course book obtained 81% reading assessment of lower order thinking skills, while the higher order thinking skills obtained 19% reading assessment. It can be conclude that the distribution of higher order thinking skills is lower than lower order thinking skills