Bloom's revised taxonomy is the most frequently utilized as an instrument  for objective-as a basis for assessment and as a representation for producing objects that evaluate processes ranging from memorization to more complex cognitive levels such as knowledge assessment.  It is predicted that the mix of cognitive levels in the 2013 curriculum will drive students to think critically, to think creatively, to be problem solvers, and have a decision maker competencies. Using teaching resources such as textbooks as one of the learning media to train students' critical thinking. The goal of this research is to figure out  the cognitive levels in the revised Blooms' Taxonomy utilized in The Ministry of Education and Culture's (MOEC) textbook "Bahasa Inggris SMA/MA/SMK,MAK grade X." The qualitative approach and content analysis were used in this study's research design. This study analyzed the proportion of the lower-order thinking (LOT) and the higher-order thinking skills (HOTS) questions based on the cognitive levels Bloom’s taxonomy. The researcher compiled a list of the reading comprehension questions and counted degree of cognition in each book chapter. According to the findings, there are 114 reading comprehension questions. Lower order thinking (LOT) is the most prominent level in this book.  Lower-order thinking skills (LOTS) account for 69 percent of the total, whereas higher-order thinking skills (HOTS) account for only 8%. It was suggested that the material of the textbook be expanded upon, with a greater emphasis on Higher Order Thinking Questions. Keywords:Reading Comprehension, Questions, Bloom’s Taxonomy

Kemampuan berbahasa asing pada era ini memiliki peran yang sangat krusial bagi kelangsungan karir seseorang Untuk memudahkan generasi kita menyikapi tantangan di era sekarang, telah banyak sekali kegiatan yang dapat melancarkan kemampuan bahasa inggris seseorang, misalnya melalui komunitas bahasa inggris, musik bahasa inggris, belajar bahasa inggris melalui kursus atau pelatihan lainnya. Namun, bagi masyarakatdikota terpencil, jauh dipelosok timur Nusa Tenggara Timur, kegiaatan yang dapat mendukung kecapan berbahsa inggris masih belum dapat menikmati kemudahan dalam mengikuti kegiatan-kegiatan yang dapat menunjang kecakapan Bahasa Inggris masyarakatnya. Oleh karena itu, sebagai salah satu agen perubahan pada masyarakat, dosen dan mahasiswa pada salah satu kampus dikota kami berinisiatif untuk mengadakan kegiatan pendampingan pembelajaran bahasa Inggris secara langsung kepada siswa/siswi SDK Rejeng, kecamatan Lelak, Kabupaten Manggarai, Flores-NTT. Kegiatan pendampingan ini dikemas dalam kegiatan Pengabdian Kepada Masyarakat (PkM) kolaborasi antara dosen dan mahasiswa. Kegiatan PkM yang diusung dengan tema English Virus Environment (EVEr), yang didalamnya terdapat berbagai macam jenis kegiatan dan salah satunya adalah kegiatan pendampingan bagi sekolah-sekolah mitra yang berada dalam wilayah kampus Universitas Katolik Indonesia Santu Paulus Ruteng. Dalam kaitannya dengan hal tersebut, kegiatan PkM yang dilakukan terbagi dalam dua jenis kegiatan yaitu kegiatan dalam kelass (indoor activities), yang mana jenis kegiatannya meliputi; english short songs, cara memperkenalkan diri dalam bahasa inggris, mengenal abjad dan angka dalam bahasa inggris,belajar nama hewan dalam bahasa inggris. Serta kegiatan di luar kelas (outdoor activites), jenis kegiatannya meliputi: direction game dan vocabulary games. Kegiatan yang dilaksankan selama kurang lebih seminggu ini memberikan dampak yang sangat positif bagi para siswa di sekolah yang kami kunjungi ini. Dari hasil pengamatan, siswa di lembaga ini memiliki antusias dan semangat belajar yang tinggi pada mata pelajaran Bahasa Inggris.

The role of reflection in enhancing teacher professional development and its impact on the quality of education is widely recognized. By reflecting on their teaching practices, teachers can make more informed decisions when planning, implementing, and evaluating their teaching activities. This study aims to identify the inhibitory factors that prevent EFL teachers from engaging in reflective teaching practices. The study utilized the Inhibitors to EFL Teachers' Reflective Teaching Questionnaire (IETRTQ) to gather data from 97 English teachers in junior high schools in East Manggarai regency, East Nusa Tenggara province, Indonesia. The data were analyzed using SPSS software to assess the level of agreement among participants regarding the inhibiting elements of reflective teaching practices in their teaching activities. The findings suggest that the teachers had a moderate awareness of the inhibitory factors that hinder their reflective teaching practices, with 69 teachers (71.13%) acknowledging these barriers. The implications of these findings are discussed, highlighting the need for targeted interventions and support to help teachers overcome these inhibitory factors and enhance their professional development.Bagian Atas Formulir