A Content Analysis Of Writing Tasks In Indonesian EFL Textbooks: Do They Promote Higher-Order Thinking Skills?

Abstract

This study analyzes 326 writing tasks in two Grade VII Indonesian EFL textbooks Bright an English (Chapters 1–8) and English for Nusantara (Chapters 1–5) to evaluate their promotion of Higher-Order Thinking Skills (HOTS) using Bloom’s Revised Taxonomy. Using descriptive content analysis, tasks were coded independently by two raters with an inter-rater check, then tallied and categorized into six cognitive levels. Results show all six levels are present: LOTS (remembering, understanding, applying) 65.38% dominated by grammar exercises, vocabulary tasks, and controlled activities and HOTS (analyzing, evaluating, creating) 34.62%, appearing in authentic project tasks such as sequencing dialogues, judging restaurant names, designing tourist leaflets, family-tree descriptions, and food-video scripts. Both textbooks exceed the 30% HOTS threshold for Phase D and display a structured progression from LOTS to HOTS. Integration of Profil Pelajar Pancasila values and local elements supports holistic objectives. Recommendations: developers should balance cognitive distribution and include Bloom labels, teachers should add HOTS activities and metacognitive guidance, and policymakers should set HOTS percentage requirements and provide professional development.