Table 2.3: The List of Questions in Grading and Sequencing Tasks. Factor
Questions
Confidence 1
How confident does the learner have to be carried out the task?
2 Does the learner have the necessary level
of confidence? Motivation
1 How motivating is the task?
Prior learning experience 1
Does the task assume familiarity with certain learning skills?
2 Does the learner’s prior learning
experience provide the necessary learning skills strategies to carry out the task?
Learning peace 1
How much learning material has the learner shown he she is capable of
handling? 2
Is the task broken down into manageable parts?
Observed ability
in language skills
1 What is the learner’s assessed ability in
the skills concerned? 2
Does this assessment conform to his her observed behaviour in class?
3 In the light of the teacher’s assessment,
what overall level of performance can reasonably be expected?
Cultural knowledge
or awareness
1 Does the task assume cultural knowledge?
2 If so, can the learner be expected to have
it? 3
Does the task assume knowledge of a particular object?
Linguistic knowledge 1
How much linguistic knowledge does the learner have?
2 What linguistic knowledge is assumed by
the task?
b. Task Continuity
According to Nunan 2004: 125, the term of continuity means the independence of tasks, components of tasks, and supporting enabling skills
within an instructional sequence. Nunan 2004 proposes the sequence called
with-in task sequencing. With-in task sequencing is divided into three phases as follows.
1 Pre-task Phase
This phase covers a similar function as schema building. The topic and the objectives are introduced by the teacher to students. Brainstorming
the ideas is also done by using pictures or some questions. It also orients the learners to the tasks, generates interest, and rehearses essential
language that will be required to complete the tasks. 2
Task-proper Phase In this phase, learners complete the tasks. Several tasks are given to
the learners and they do the tasks usually in pairs or in groups. 3
Follow-up Phase In this phase, learners complete the tasks, usually individually. Then,
they get a debriefing from the teacher and present the result in front of the class a whole. Learners may also get feedback from the teacher.
7. Task Design Development
a. The Definition of Task
Long 1985 in Nunan, 2004: 2 defines task as a piece of work undertaken for oneself or for others, freely or for some rewards. In other
words, task means the hundred and one things people do in everyday life, at work, at play, and in between. In addition, Breen 1987 in Willis and Willis,
2007: 12 states that task is a range of work-plans which have the overall purpose of facilitating language learning.
Furthermore, according to Richards and Renandya 2002: 94, tasks are activities that learners carry out using their available language recourses and
leading to real outcomes. To sum up, task can be defined as the piece of activity that learners do
in order to facilitate the language learning.
b. The Components of Task
Nunan 2004: 41 presents the diagram of task components as follows.
As presented on the diagram above, it can be seen that there are six components of task namely goals, input, procedures, teacher and learner
roles, and settings. 1
Goals Goals refer to general intentions behind any learning task that provide
a link between the task and the broader curriculum. Goals may relate to a range of general outcomes such as communicative, affective, or cognitive;
or may directly describe teacher or learner behaviour. TASK
Goals
Input
Procedures Teachers
Role Learner
Role Settings
Figure 2.3: The Components of Task
