Analyzing the Writing Tasks of Grade Twelve English Textbook Based On Task-Based Approach Principles

Abstract

The main objective of the study was to evaluate the writing tasks in grade twelve English textbook based on task-based approach principles. The study aimed to analyze the types, the familiarity, goals, integration with other skills,  appropriacy for the level of students, strength and the limitations of the writing tasks in the textbook. Descriptive survey design was employed in this study. To gather data of the study, document analysis was used as  tool. Data were analyzed quantitatively using percentage and qualitatively through description. The findings indicated that a variety of task-based writing tasks were explicitly provided in grade twelve English textbook which were categorized under controlled, guided and free types of writing tasks. The study also revealed that the writing tasks were provided in the textbook that encourage learners to perform writing through varies writing activities, clearly stated writing task instruction and writing tasks tried to be integrated with other language skills. Finally, based on the research findings and conclusions, recommendations were made.