in Nunan 2004:64 point out that a method will reflect assumptions about the contributions that learners can make to the learning process. There is
also growing evidence that an ability to identify one’s preferred learning style, and reflect on one’s own learning strategies and processes, makes
one a better learner. 5
Settings Settings refer to the classroom arrangements specified or implied in the
task. It is also consideration of whether the task is to be carried out wholly or partly outside the classroom. Learning mode refers to whether the
learner is operating on an individual or a group basis. Meanwhile environment refers to where the learning actually takes place.
c. Principles of Task
In developing tasks, the researcher follows some principles of task proposed by Nunan 2004 as explained below.
1 Scaffolding
This principle shows that the lessons and materials should provide supporting framework within which the learning takes place. If this
principle is removed, the learning process will collapse. 2
Task dependency This principle is illustrated in the instructional sequence. It means that at
the beginning of the instructional cycle, learners spend a greater proportion of time engaged in receptive listening and reading tasks than in
productive speaking and writing tasks. In the next cycle, the learners spend more time in productive work.
3 Recycling
This principle allows the learners to encounter target language items in a range of different environments, both linguistic and experiential. The
learners will see the language functions in relation to different content areas.
4 Active learning
This principle allows the learner to learning by doing. They could be practicing memorized dialogues to completing a table or chart based on
some listening input. The key is that the learner who is doing the work. 5
Integration This principle shows that learners should be taught in ways that make clear
the relationships between linguistic form, communicative function, and semantic meaning.
6 Reproduction to creation
This principle encourages the learners to move from reproductive to creative language use. It means that the learners should reproduce
language models provided by the teacher, textbook, or the tape. 7
Reflection This principle allows the learners to reflect on what they have learned and
how well they are doing.
