This study aimed to investigate (1) The distribution of cognitive domains of the Revised Bloom’s Taxonomy in the reading tasks of the English textbook "English for Nusantara" for 9th grade? and (2) How many percentage of HOTS and LOTS in the reading tasks of the English textbook "English for Nusantara" for 9th grade?. This study applies a qualitative method using a Content Analysis that focuses on Textbooks. This study targets an analysis of the 9th grade English book "English for Nusantara" published by the Indonesian Ministry of Education, Culture, Research and Technology and written by Lestari Damayanti, et al. The data used in this study is qualitative. The researcher used the persistent observation. Persistent observation is one of the activities increasing the probability that credible findings will be produced, it provides depth understanding. Researcher used qualitative data analysis by collecting data, data condensation, data display as well as drawing and verifying conclusion. In this study, the research analyzed only chapter 2 and 3 which summarized all the kind of reading question types. In toal there were 113 reading question analyzed and categorized to the several domains of Revised Bloom’s Taxonomy. The findings show that only four cognitive domains are represented in the reading questions: remember (55.75%), understand (37.17%), apply (5.31%) and create domains (1.77%). This distribution suggests that the textbook does not cover all of the six cogntive domains. This results also showed that the reading questions facilitated HOTS questions especially in creating domain which asesst the students’ critical and creative thinking skills. Based on this findings of the research, the EFL teacher should create a strategy to meet the students' need for high-order thinking skills. The teachers should create their own HOTS question to cover the analyze and evaluate domain that did not appear in this textbook and also teachers should combine this textbook with the others reading textbook to complete the HOTS level questions. Based on this research, hopefully students gained the new insight about the textbook content analysis especially using Revised Bloom’s Taxonomy. Students also aimed to understand the important of High-Order Thinking Skills to increase their abilities. Other researchers can also examine the "English for Nusantara" textbook for grade 9 from different aspects of english skills, helping to complete the content analysis that has already been done.