Evaluation of text and activities in secondary school Turkish textbooks in terms of genre and achievements

The most important and indispensable source of Turkish teaching is textbooks. The textbook is a guide for teachers and students and it is the most useful assistant of the course. Turkish textbooks structurally consist of texts and activities related to texts. In order for Turkish teaching to be carry out in a healthy way; teachers, textbooks activities and texts should be at sufficient level. The main purpose of this study is to determine the proficiency level about the text type and activities of Turkish textbooks. The study was designed according to qualitative research methods and document analysis was used in the study. The documents of the study are four different Turkish textbooks and 2018 TDÖP. In order to reach the text type distribution data, "Turkish Textbook Text Type Classification Form" was used. In the study, the MEB Publications 5th Grade Secondary School and Imam Hatip Secondary School Turkish Textbook, Eksen Publishing 6th Grade Secondary School Turkish Textbook, Dersdestek Publishing Secondary School and Imam Hatip Secondary School Turkish 7 Textbook, MEB Publications 8. Grade Secondary School and Imam Hatip Secondary School Turkish Textbook that was taught by MEB in 2018 was examined. The data obtained in the study were analyzed according to the descriptive analysis technique. The type distributions of the texts in the books in question were determined and interpreted with percentage and frequency tables. On the other hand, the gain that each activity in the textbook is compatible has been determined and the frequency of use of the gains in the book is indicated by percentage and frequency tables. Text types are frequently included, but some text types aren't included. Most of the activities are related with the field of reading skills, and the other skills areas have been ignored and reached the conclusion that the gains are not evenly distributed according to the activities. Text types in Turkish textbooks should have a balanced distribution. Each text type mentioned in the program should be included in the textbooks. The activities in the Turkish textbook should show a balanced distribution according to the achievements and skill areas.