Analyzing the Representation of Communicative Activities in Grade 12 English Textbook at Tebela Secondary and Preparatory School

Abstract

The purpose of this study was analyzing the representation of communicative activities in grade 12 English textbook at Tebela Secondary and Preparatory School. Descriptive research design was employed for the current study. To collect the necessary data for the study, semi-structured interview for two teachers, questionnaire for sixty-five students and document analysis were employed. To analyze the collected data, qualitative and quantitative methods of data analysis were employed. That is, data collected through questionnaire were analyzed employing statistical tools such as frequency and percentage using SPSS version 20, while responses obtained from interview were described and discussed. In addition, the data obtained from document analysis that were presented in tables and explained qualitatively to validate and triangulate the data obtained from interview and questionnaire. From the analysis of data, different findings were obtained. The study revealed that that different communicative contents and activities were found in Grade 12 English Textbook as confirmed by three different results, which are based on questionnaire data from students, semi structured interview data from two English teachers and data from document analysis. This doesn’t mean that the availability of communicative contents and activities can make English language teaching and learning effective and only the availability can’t make the Textbook appropriate to students, because the contents and activities should be organized and designed sequentially. Based on the findings, conclusions were drawn and recommendations were forwarded to improve the perceptions of teachers and students as well as to revise some contents of the textbook.

Keywords: Communicative Contents, Communicative Activities and Textbook Representation

DOI: 10.7176/JLLL/73-02

Publication date: November 30^th 2020