The aim of this research were: to find out whether reading comprehension test in
English Education Department cover all reading specific skills or not and to find out
the percentage of each reading specific skill in reading comprehension test. The
research method was descriptive. To get the sample, the researcher used proportionate
stratified random sampling. The sample were question sheets of reading
comprehension mid and final tests from semester I until VI. The range of the
academic year was from 2013 to 2016. To collect the data, the researcher used
documentary method. The result of the research exemplified that there were two
specific skills which were not covered in reading comprehension test. The percentage
of each specific skill were: inferring (31%), checking comprehension (27%), linking
idea (20%), extracting main idea (10%), dealing with unfamiliar words (6%), reading
for specific information (1%), understanding text organization (1%), understanding
complex sentences (1%), understanding writer‟s style (1%), reacting to the text (1%),
and writing summaries (1%). It can be concluded that reading comprehension tests
from semester I to VI did not cover all reading specific skills as proven by the
absence of two specific skills. Those were predicting and evaluating. The percentage
of the specific skills was dominated by inferring with 31%.