AN ANALYSIS OF THINKING SKILLS AND TASK TYPES IN THE TEXTBOOK “ENGLISH IN MIND” AND “BRIGHT AN ENGLISH”
DOI:
https://doi.org/10.30998/x4rrb917Keywords:
Content Analysis, Task Types, Thinking Skills, Writing TaskAbstract
This research aims to assess the integration of thinking skills and evaluate writing task types in the textbooks English in Mind and Bright an English. Using a qualitative method, it applies Revised Bloom’s Taxonomy to identify thinking levels and Paul Nation’s theory to classify task types. The researcher collected the data in March 2025 and analyzed the data for two and half months.The results show that in English in Mind, 64.3% of tasks reflect Medium Order Thinking Skills (MOTS), 32.1% High Order Thinking Skills (HOTS), and only 3.6% Low Order Thinking Skills (LOTS). It primarily features guided tasks (77.8%) and some experience tasks (22.2%), with no shared or independent tasks. In contrast, Bright an English includes 50% MOTS, 42.9% HOTS, and 7.1% LOTS. Task types are more varied: 28.6% experience, 25% shared, 42.8% guided, and 3.6% independent. These results indicate that Bright an English better promotes critical thinking, creativity, collaboration, and autonomy—supporting 21st-century learning goals beyond language accuracy.
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Copyright (c) 2025 Dewiwati Dewiwati, Gustaman Saragih, Hanna Sundari (Author)
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