Variation and Distribution of Tasks in the Textbook “Bahasa Inggris: Work in Progress”

Abstract

This study aims to examine the various types of tasks presented and distributed throughout the textbook “Work in Progress”. Specifically, this study aims to analyse the types of tasks to assess their diversity and to examine how these tasks are distributed throughout the chapters. By addressing these two aspects, the research seeks to determine whether the textbook provides a balanced and comprehensive approach to language learning, covering a range of skills such as cognitive, interpersonal, linguistic, affective, and creative abilities. A descriptive, qualitative approach was used in this study.  The data was collective though checklist format from Nunan's (1999) classification task types. The findings reveal the textbook features a variety of tasks but there are significant gaps in certain areas. All types of cognitive tasks are included. However, within the interpersonal category, only cooperating tasks are present, with role-playing missing. For linguistic tasks, the textbook includes conversational patterns, using context, selective listening, and skimming, but excludes practicing and summarizing. In affective tasks, personalizing and reflecting are present, but self-evaluating is absent. Brainstorming is the only creative task included. While, the distribution of tasks throughout the textbook showed an imbalance in the occurrence of different task types. Cognitive tasks are the most frequent, making up 36% of the total and appearing in every chapter. Interpersonal tasks account for 25%, linguistic tasks for 19%, and affective tasks for 19% as well. Creative tasks constitute only 2% and found solely in Chapters 2 and 5. The textbook demonstrates a strong focus on cognitive and interpersonal tasks, with a more modest inclusion of linguistic and affective tasks, and very limited creative tasks. Addressing the gaps in variation of task could enhance the balance and effectiveness of the textbook in supporting comprehensive language development. Furthermore, the distribution reflects a potential imbalance in the variety of tasks provided, which may affect the overall effectiveness of the textbook in developing a comprehensive range of language skills.