ASSESSING WRITING TASKS OF GRADE 12 ENGLISH LANGUAGE TEXTBOOK IN RELATION TO COMPONENTS OF COMMUNICATIVE TASKS: ANGACHA SECONDARY AND PREPARATORY SCHOOL IN FOCUS

Abstract

The objective of this study was to assess the writing tasks designed in grade 12 English textbook & teachers' perception about the design of the writing tasks, together with implementation of the tasks in relation with components of communicative writing at Angacha secondary & preparatory school. In order to achieve the objective of the study both qualitative and quantitative research methods were used. The researcher used three data collection tools namely document analysis, unstructured interview and questionnaire. The findings from the assessment of the writing tasks indicated that most of the writing tasks were designed in relation to the precepts of communicative language writing. However, a few of them lack clarity of instructions, and they were not designed in line with the interest of the students. Moreover, the results of the teachers' response from the analysis of the interviews showed similar result to the outcome of the task evaluation. Most of the respondents agreed that nearly all of the writing tasks of grade 12 ETB were built up in the way they promote communicative writing. Nevertheless, very few of them lack clarity & didn't fit the quality of communicative approach of teaching writing. Finally, on the basis of the findings, recommendations were forwarded to the concerning body to take the identified short comings in to consideration