Analyzing Writing Tasks Categorization in the Seventh Grade English Textbooks in Indonesia From A Task Based Writing Perspective

Sholihah, Lutfi Riyadus (2022) Analyzing Writing Tasks Categorization in the Seventh Grade English Textbooks in Indonesia From A Task Based Writing Perspective. Undergraduate thesis, UIN KH Achmad Siddiq Jember.

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Abstract

Key words: English textbooks, writing tasks categorization, task based writing perspective.

Textbook as part of material design can accommodate language teachers in organizing and enacting their teaching practices. Several previous research conducted to analyze the textbook used different theoretical approach. Nunan conceptualizes the tasks into five major groups. Regarding the importance of textbooks in language education, it is necessary to organize textbooks evaluation in terms of writing task categorization. Furthermore, the present study aimed at analyzing the writing tasks categorization in the seventh grade English textbooks in Indonesia from a task based writing perspective.
The formulation of research questions of this study was “How were the writing tasks in seventh grade of junior high school English textbooks designed based on Nunan’s task categorization theory?”. The research objective of this study was to figure out the design of writing tasks based on Nunan’s task categorization in the seventh grade of junior high school English textbooks.
The present study belong under interpretive content analysis because it defines as research technique for making replicable and valid inferences from texts (or other meaningful matter) to the contexts of their use. The selected textbooks are the book under the title “When English Rings a Bell” and it was chosen because it widely used in almost all junior high school in Indonesia; the second textbook is “Bright an English” and it was chosen because the book can also be purchased easily in nearly bookstore. The researcher utilized qualitative approach with content analysis design in analyzing writing tasks categorization in the selected textbooks. Document analysis was used in this study. The selected data in this study were only focus on writing tasks. This research applied expert review as the method to build the trustworthiness of the study.
After analyzing the data, the research findings were: The total of writing task data in the selected textbooks are 116 writing tasks which divided into twenty eight from the first selected textbook “when English rings a bell” and eighty eight form the second selected textbook “bright an English”. It is divided as fifty six writing tasks included in cognitive task type, twenty five writing tasks into interpersonal task type, thirty writing tasks into linguistics task type, four writing tasks into affective task type, and one writing task include in creative task-type. Additionally, The first book under the title “when English rings a bell” consisted of four task-type out of five task-type proposed by Nunan and the second selected textbook under the title “bright an English” that consisted three type out of five type proposed by Nunan.

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