<![CDATA[This study aimed to examine the prevalence of digital literacy reinforcement in the textbook called “English for Change” for senior high school grade XI produced by Puskurbuk, Kemendikbud. The investigation consisted of analysis of prevailing reinforcement of digital literacy dimensions using Hogue and Payton’s (2010) framework and how the dimensions were reinforced through the analysis of learning tasks using Nunan’s (2004) theories. This study used a Content Analysis approach. The steps of this study were to collect parts of the learning tasks that reinforced digital literacy dimensions, identify types of the learning tasks/procedures, identify the collected parts of the learning tasks into digital literacy dimensions’ framework, count each finding of the dimensions, and analyze the findings for discussion. The findings showed the appearance of the digital literacy dimension in all chapters of the textbooks. There were 163 appearances of digital literacy dimension in the textbooks which consisted of Functionality and beyond (63), Creativity (17), Collaboration (8), Communication (12), Ability to find reliable information (22), Critical thinking (34), and Social and Cultural Understanding (7). These dimensions were found mainly to be reinforced by cognitive- note-taking, affective-personalizing tasks, and creative-brainstorming tasks. Majority of the sub-dimensions reinforced were related to technical skill but not important issues, mainly e-safety and ethical issues, such as copyright and digital permanence, etc. Consequently, this suggested a need for curriculum developers and textbook writers to more explicitly and comprehensively integrate a wider range of digital literacy dimensions, particularly those concerning online safety and ethical digital citizenship, into English language learning materials for senior high school students.]]>
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