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b. Task Components
A task like a unit consists of some elements that together build a “block”. According to Nunan 2004:41-56, there are six components that should be
included in the process of task development.
1.Goals
The goal is an aim that developer set before creating or developing a task. By completing a task, learners are expected to reach the goals.
2.Input
Input of task is the material itself. The materials can be spoken, written, pedagogical, and authentic. The role of input here is to engage learners in
learning. A variety of input will make learners feel interested in participating learning process.
3.Procedure
In developing a task, the developer should be aware of learners are expected to complete the tasks. Learners in this case are asked to perform acts in
order to complete the task.
4.Settings
There are two types of settings: mode and environment. Learning mode refers to how learners do the tasks individually or groupwork. On the otherhand,
environment refers to the place of the use of language taken place.i.e. workshops, shops, etc.
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5.Teacher Role
Role of teacher in task components is what teacher does in order to carry out the learning process and communicate with learners. There are three roles of
teacher based on Breen and Candlin 1980: 89-112 cited in Nunan 2004: 67.
6.Learner Role
Role of learner is what learner should do those tasks in accordance with having a good relationship between peers and teacher. Learners should be critical,
reflective, and independent. In this point, Curriculum 2013 has forced learners to be critical, reflective, and independent, but learners are expected to have good
social relationship with their environments.
c. Tasks Grading and Sequencing
The tasks in unit should be arranged and developed comprehensively so that by completing tasks o
f a unit, learners are expected to reach unit’s goals. However, to make tasks viable for learners to learn from what they are working
on, the task should be arranged from the easiest way to the difficult one. Richard, Platt, and Weber 1986:125 in Nunan 2004:113 describe grading as the helpful
presentation of unit contents. The gradation itself may differ based on the real challenge in the pedagogical field including the arrangement of tasks complexity.
The sequence of tasks should be based on the comprehension to communication focus where learners are expected to produce their own style of language use in
authentic settings.
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