A COMPARATIVE ANALYSIS OF LISTENING TASKS IN ENGLISH FOR NUSANTARA AND BRIGHT: AN ENGLISH GRADE 7 TEXTBOOKS BASED ON REVISED BLOOM’S TAXONOMY.

Oleh :
Mutiara Christianing Susanto Putri - K2222054 - Fak. KIP

The Merdeka Curriculum emphasizes developing students' critical thinking skills through the Pancasila Learner Profile. Listening skills are fundamental in English learning, yet listening tasks in textbooks often focus on lower-order thinking. This study aims to investigate the distribution of cognitive process levels in listening tasks across two Grade 7 English textbooks, English for Nusantara (government-issued) and Bright: An English Course (commercial) and to identify their similarities and differences in HOTS and LOTS distribution. Employing qualitative content analysis, this study examined all listening tasks from both textbooks (25 tasks from English for Nusantara and 44 tasks from Bright: An English Course). Data were classified using the Revised Bloom's Taxonomy (Anderson & Krathwohl, 2001) across six cognitive levels: Remembering (C1), Understanding (C2), Applying (C3), Analyzing (C4), Evaluating (C5), and Creating (C6). The findings reveal that both textbooks are dominated by LOTS tasks. English for Nusantara contains 100% LOTS tasks with no HOTS tasks, while Bright: An English Course contains 97.70% LOTS tasks and only 2.30% HOTS tasks. Neither textbook includes Evaluating (C5) or Creating (C6) tasks. The Remembering (C1) level is the most frequent in Bright (72.70%), while Understanding (C2) is the most frequent in English for Nusantara (56%). These findings indicate a gap between curriculum goals and actual learning materials. It is recommended that textbook authors incorporate more HOTS tasks and that teachers supplement listening tasks with HOTS-oriented activities to better develop students' critical thinking skills.