Abstract:
The main purpose of this study was to evaluate the writing tasks of grade 9 English students’
textbook based on evaluation criteria in terms of the recent communicative language teaching
theory. The study was mainly aimed to evaluate components of communicative tasks& nature of
writing tasks. The study employed descriptive design and used qualitative approach to analyze
the data. The data gathered from document analysis and semi-structured interview were used in
evaluating the writing tasks in the students’ text book to check whether they fulfilled the
requirements of CLT or not. Grade 9 students’ English textbook and four English language
teachers of Chuahit Secondary and Preparatory School were used as sources of data for the
study. The researcher used purposive sampling sampling to select the text book and
comprehensive sampling for teachers. The results of the document analysis showed that many of
the communicative writing activities and nature of writing tasks in the grade 9 English text books
failed to meet the CLT requirements for written communication. Some of them, though, met the
requirements. For instance, the objectives of writing tasks were stated clearly .However they are
repeated and misconnected with the corresponding activities in some part of units, most of the
inputs of writing tasks are presented in the form of instruction and have lack motivation, The
writing activities are not designed appropriately to the communicative goal of tasks because
most of them were designed to be performed individually. Although there are some authentic
inputs of writing tasks, majority of them are inauthentic. The roles of students’ were clearly
explained in the textbook but, teacher’s roles were not mentioned clearly From the interview
also revealed similar findings that teachers did not have good view towards the designed writing
tasks of the students’ text book because their attitude towards the designed writing tasks
indicated that it was at low level. In general, the conclusions made from the study was that most
of writing tasks in grade 9 textbook did not fully meet the criterion set for communicative nature
of tasks. Thus, it is suggested that curriculum designers and textbook writers should give stress
incorporating the five basic components of communicative tasks and give value for
communicative nature of writing tasks when designing tasks. In addition, teachers’ of the
English language should try to see writing tasks critically and make a certain amendment when
students face some confusions in performing task
