AN EVALUATION OF THE WRITING TASKS AND THEIR IMPLEMENTATION; INTHE CASE OF GRADE 12 ENGLISH TEXT BOOK

Abstract

The purpose of this study was to evaluate grade 12 the old English textbook writing tasks and their implementations. A descriptive research design was used. The writing tasks of the study included a Grade 12 the old English textbook, 50 grade twelve students, and three English teachers. The simple random sampling technique and the comprehensive sampling technique were used to select the participant students and teachers, respectively. As data collection tools, document analysis, questionnaires, and observations were used. Then, the book was evaluated using the checklist, and the data obtained from participant teachers and students were analyzed quantitatively and qualitatively. Data from the document analysis were analyzed qualitatively while data from the questionnaire and observation were analyzed quantitatively. All the activities presented in the writing tasks were designed in accordance with the data collected from questionnaire and observation. The variety of writing activities was not enough. The activities include a limited variety of active learning methods. Moreover, most of the activities did not include the three stages of language learning; pre-task, while task, and post-task. The teachers did not appropriately implement the tasks. The roles of learners and teachers in the writing tasks of the book were appropriate. However, these roles were not clearly stated in the book. The number of individual work activities was relatively high compared to the whole class and group activities. More number of pair and group work activities exceeding individual activities should be include in the writing tasks.