An Analysis Of Writing Tasks In The English Textbook “English For Nusantara” For The Ninth Grade Of Junior High School Students

Abstract

Writing is one of the fundamental language skills that plays a central role in effective communication, yet many students still struggle to improve their ability. One of the reason behind their struggle to improve their writing ability is lack of motivation which often mentioned as one of the main obstacles, since it prevents them from practicing and refining their writing (Farsia, 2023). To address this issue, writing tasks provided in textbooks can serve as one of the practical solutions because they not only support language acquisition but also guide students in expressing ideas more effectively. Unfortunately, there is still limited research to analyze the types of writing tasks contained in the textbook especially based on Raimes’s theory. Thus, this research aims to evaluate whether the writing tasks in textbook “English For Nusantara” are relevant to the Learning Outcome (Capaian Pembelajaran) of Emancipated Curriculum for junior high school students at Ninth grade level, especially regarding the expected writing skills and to identify the kinds of writing task elements in the textbook based on Raimes’ (1983) framework. The method used is qualitative with content analysis to identify and group the tasks according to the seven element of Raimes. The result of the analysis shows that all of the writing tasks in the textbook are in line with the Learning Outcomes of Phase D. This means that English for Nusantara can be considered a good source for teaching writing because it provides various activities that guide students from controlled practice to more independent writing. Overall the textbook “English for Nusantara” offers a meaningful foundation for writing instruction and can effectively support the development of Phase D competencies when teachers supplement the activities with additional guidance particularly in grammar reinforcement and revision stages. It is recommended that the teachers are encouraged to maximize the various writing tasks that provided in that textbook and for future researcher, it is recommended that future studies could compare English for Nusantara with other textbooks or look at how teachers and students use the tasks in real classrooms in the future.