Evaluating the Ninth-Grade English Language Textbook in terms of the Equivalence of Tasks with the Development of Language Skills

Abstract

This study aims to evaluate the 9th-grade English language textbook by examining whether the included tasks are well-balanced in developing the four language skills. It matters because language teaching means developing the four skills with practicality integrated into the tasks. The method of the study used purposive sampling to select tasks from units 2, 3, and 5 of the workbooks, based on their types and language skill focus. The qualitative part involved semi-structured interviews with seven experienced 9th-grade teachers, also selected purposively. Their responses were analyzed thematically to explore their views on the textbook's tasks. The results showed that the textbook was reviewed as not sufficient to develop the four language skills, there is an actual bias to writing skill and a bias to the linguistic type of tasks that focus on form, while listening and speaking were underrepresented. The study recommended to include more varied tasks that aim to develop the four language skills in a balanced manner.