ANALYSIS OF WRITING TASK AS REFLECTED IN “STOP BULLYING NOW” TEXTBOOK FOR SECOND GRADE OF SENIOR HIGH SCHOOL

Halimatus, Sya'diyah (2022) ANALYSIS OF WRITING TASK AS REFLECTED IN “STOP BULLYING NOW” TEXTBOOK FOR SECOND GRADE OF SENIOR HIGH SCHOOL. Skripsi thesis, universitas Islam Negeri imam bonjol Padang.

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Abstract

Analysis of Writing Task as Reflected in “Stop Bullying Now” Textbook for Second Grade of Senior High School. Thesis. English Department. Faculty of Tarbiyah and Teacher Training. Islamic State University of Imam Bonjol Padang. Writing is one of English language skills that should be mastered by the students. In fact, several students still face problem in their writing skill. In this case, textbook has an important role for students to improve their writing skill by doing many writing tasks provided by the teacher. Writing task is any activities dealing with writing, such as correcting grammatical error, choosing topic and writing dialogue, etc. The objectives of this research were to describe the kinds of writing tasks in English textbook “Stop Bullying Now”, and to analyze whether they are directed to promote HOTS. In this research, researcher used descriptive qualitative research. The data collecting technique used in this study was documentation by using checklist instrument table. Data were analyzed by using content analysis. The researcher read all the material in the textbook then identified, and selected the writing tasks to find out the types of writing task in the textbook under study. The researcher determined HOTS contained in the textbook in the table form. The findings showed that the kind of “Intensive (Controlled) Writing” was the most dominant in the textbook “Stop Bullying Now”. It consists of 20 tasks with percentage 47.62%. Distribution of HOTS in “Stop Bullying Now” was 50%, accordingly HOTS higher than LOTS. The most dominant cognitive dimension used in writing tasks of this textbook was Creating (C6). It can be concluded that the students were more trained to write, and they were able to think critically. Theoretically, the textbook “Stop Bullying Now” has met the demands of the 21st Century. However, its implementation in the classroom is dependent on the teacher's ability, especially in varying the levels that develop critical thinking skills.

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