Definitions of Tasks Learning Materials
First, it is authenticity. Candlin and Edelhoff 1982 cited in Nunan, 2004: 53 state that authenticity involves much more than
simply selecting texts from the outside arena of language teaching, and that the processes should also be authentic. Second, it is the learners’
focuses. They are basically concerned with skill getting or skill using. In skill using, they apply these skills to communicative interaction.
Third, it is focused on the learners developing accuracy and fluency. Brumfit 1984 cited in Nunan, 2004: 56 states that accuracy and
fluency are not opposites, but are complementary. Teacher and Learner Roles
Roles are the part in which a learner and a teacher are expected to play in a learning task like the social and interpersonal relationship
among the participants. Richards and Rodgers 1986 cited in Nunan, 2004:64 state that tasks will show assumptions about giving an
achievement to a learner, so that the learner make to the learning process. Furthermore, a learner who knows his own preferred learning
style and then apply on one’s own learning strategies will make one become a better learner.
Settings Setting is the classroom arrangements specified in the task. It
requires consideration of whether the task is to be partly outside or inside the classroom. There are two different aspects of the learning
situations. They are mode and an environment. Learning mode refers to
the learners’ operating on an individual or group basis. Meanwhile, environment refers to where the learning actually takes place. It might
be a conventional classroom in a school or language centre, a community class, a workplace setting, a self-access centre, or a multi-
media language centre.