The learning abilities possessed by students relies on indicators of competency achievement very much. This achievement really depends on the activeness and creativity of the students themselves. In addition, the teaching and learning process and evaluation of teachers also greatly affect students' knowledge and understanding. Student success can be measured by evaluation. Therefore, the aim of this research are to analyze the appropriateness of the evaluation instrument towards the indicators in the teacher’s lesson plan and to determine whether the questions belong to LOTS, MOTS, and HOTS level. The methodology used in this study was descriptive qualitative research. The research object was the odd final examination sheet of the third grade of SMAN 1 Cot Glie consisted of thirty items. The data in this research were obtained by documentation study. The results of this study showed that the number of appropriateness item in evaluation instrument towards the indicators on lesson plan is 80%. Besides, three questions (10 %) made by teacher is inappropriate to the indicator. Furthermore, 10% questions do not have indicator. The teacher made 16 questions of LOTS (59.25%) from 27 questions that have indicator. There are six questions of MOTS level created (22.22%) of all. The last, it was calculated that the teacher produced only five questions of HOTS level (18.5%) of all. From this study, it can be recommended that the compilers of the questions, especially the English teachers, must be more careful in preparing the final semester exam questions. The teacher must recheck the questions that have been made using grammar rules.