METATHESIS: JOURNAL OF ENGLISH LANGUAGE LITERATURE AND TEACHING Vol. 2, No.2,October 2018 PP 203 - 210 DOI: 10.31002/metathesis.v2i2.847 p-ISSN: 2580-2712 e-ISSN: 2580-2720 203 Access article distributed under the terms of the Creative Commons Attribution license (https://creativecommons.org/licenses/by-sa/4.0/) Descriptive Analyses on English Test Items based on the Application of Revised Bloom’s Taxonomy Imanuel Kamlasi 1 Anselmus Sahan 2 1, 2 Universitas Timor, Jl. Km. 9, Kelurahan Sasi, Kefamenanu, Timor, NTT, Indonesia 1 ikamlasi@yahoo.com, 2 anselsahan@gamil.com Received: 3 rd August 2018 Revised: 16 th October 2018 Published: 31 st October 2018 Abstract This investigation analyzed the English test items based on the application of revised Bloom’s taxonomy. This study was categorized as descriptive qualitative research. The instrument of this study was English test sheet which was used in final semester test in senior high school. In analyzing the data; the researchers applied four steps: codifying; classifying; analyzing and discussing. Anderson, et.al. (2001) revised the Bloom’s Taxonomy that thinking is an active process so verbs were used rather than nouns. The findings showed that remembering taxonomy made 22 items or 44%. Understanding taxonomy presented 2 items or 4%. Applying taxonomy made 21 items or 42%. Analyzing taxonomy made 5 items or 10%. While there was no item found in both evaluating and creating taxonomy. Therefore; creating taxonomy was not used to ask the students in the English test. Regarding to the findings of this investigation; teachers need to distribute the revised Bloom’s taxonomy in constructing test items. Furthermore; teachers need to use WH questions in the test items. Keywords: analyses; items, Bloom’s taxonomy Introduction A test is used as the way to know whether the students have achieved the learning objectives or not. Regarding to the test, that it has powerful effect in the language teaching and learning process. Test is important for teachers in order to measure whether the objectives of language teaching and learning have been achieved or not. Furthermore; (Hughes, 2003:5) defines testing as the way in which information about people’s language ability can be gathered. The information about people’s ability is very useful and necessary; therefore it needs a test to measure it. The quality of the test items will affect the students’ achievement in the results of the test. Good test items demand good strategy which teacher must decide the goal for the test and write good test items to achieve that learning objectives. The teachers must consider the criteria of constructing test items; so the learning objectives are gained. In other hand; test is powerful to determine the learning achievement. Developing good test items is hard work for every teacher in order