Task for Children a.

Figure 2.1: A framework for analyzing communicative tasks a. Goals Goals are general statement of the program purposes and aims based on the perceived language and situation needs. b. Input Input refers to the spoken, written, and visual data that deal with in the classroom to complete a task. The input can come from many sources. It can be came from the teacher, student, a textbook, etc. in this study, the input come from various sources like internet, eBook, printed book, and so on. c. Procedures Procedures include the actual way to do in the classroom. Such as: the techniques, practices, and behavior that operate in teaching language according to particular method. These describe how a method or technique realizes its approach and design in the classroom’s behavior. Procedures are clearly planned in the lesson plans which are used by the teachers as a guideline to teach in the classroom. d. Teacher role Teacher should know the atmosphere in the classroom beside he or she teaches. In many teaching situation they can change roles several times during a lesson. In other words, the dynamic of teaching and learning situation depends on the current atmosphere in the classroom. Harmer 2002: 57-62 proposes several roles perceived by the teacher in many teaching and learning context. They are: controller, organizer, assessor, prompter, participants, resources, tutor and observer. Spratt 2005: 145 also proposes other roles played by the teachers as can be seen here; planner, informer, manager, monitor, involver, parents\friend, diagnostics, and resource. These various king of roles report by some experts above can be source how teacher should be directly act in the classroom because it can affect the teaching and learning process since the roles lead the teacher „s contribution in the classroom„s tasks. e. Learner role Learners’ role refers to the contribution of the learners in the teaching and learning process. It shows how the learners are expected to play in carrying out the learning tasks as well as the social interpersonal relationship between the learners. Nunan 2004: 65 lists several roles that are commonly played by the learners in several teaching and learning context as follows: 1. Passive recipient of outside stimuli 2. Integrator and negotiator 3. Listener and performer 4. Responsible for their autonomy learning These four roles of learners should be considered in designing a task because the designed task which precisely consider learners’ role can facilitate learners in achieving the learning goals easily. f. Setting Setting refers to the classroom arrangements specified or implied in the task. It also requires consideration of whether task is to be carried wholly or partly outside in the classroom. There are many possible configurations in the classroom, even though practical consideration such as class size, student’ number, learning facilities, etc can limit what is the possible in practice. These six components of tasks are really important in designing a task. A material developer should consider these six components when heshe derives tasks in material development. In addition, these six components can also be used to evaluate how effective the devised tasks which are implemented in the classroom.

c. The Stages in Classroom Task for Children

Cameron 2001 reports that task for young learners should have three stages. The three stages are similar as the stages in reading practice. In reading practice there are very common of planning the three stages of reading. This planning usually use in reading activities. The three stages are: pre-reading, reading, and post-reading. Cameron 2001 adopts the stages into the following schema. PREPARATION CORE ACTIVITY FOLLOW UP Figure 2.2 . Three Stages in “ Task ” for Young Learners from Cameron 2001: 32 Based on the Cameron’s view, the core activity is the point of the language learning task. Without this core activity, the task would be distorted. In the preparation stage, the activities are designed to help the children to prepare in