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Setting refers to the arrangement of classroom to affect interaction in the tasks. It deals with how the students do the tasks, where the students will do the
tasks, and in what kind of groups the students will do the tasks; individual, in pairs, or small groups.
c. Task Types
Task can be distinguished into two as proposed by Nunan 2004 and Richards 2006, they are pedagogical and real world task. Pedagogical task is
task which is specially designed to the classroom context which requires learners’ interactional strategies and may require the use of specific language types skill,
grammar, vocabulary. When two learners are to find differences between two similar pictures, it is called pedagogical task.
The second type of task is real-world tasks. It refers to the uses of language in the world beyond the classroom Nunan, 2004: 1 and which might be
considered a rehearsal for real world task Richards, 2006:31, for example: role play in which two students have to practice a job interview.
In addition, Richards 2006 proposes the following typology of pedagogical task:
- Jigsaw task: these kind of tasks involve learners in combining several pieces of
information to form a whole,
- Information-gap tasks: these are tasks in which a students or group of student
has one set of information and another student or group of students has a complementary information,
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- Problem-solving tasks: the students are given a problem and a set of
information and they have to arrive with the solution,
- Opinion exchange tasks: learners engage in a discussion and exchange ideas
and opinion.
8. Materials Evaluation
After the materials are developed, it is necessary to evaluate the materials to find out the appropriateness of the materials for the learners. Tomlinson
1998:222 proposes several steps to conduct materials evaluation. Those steps are:
1. Specify the contents input, procedures, language activity, outcome and objectives of tasks
2. Planning the evaluation designing a prior checklist of evaluation questions 3. Collecting information how the task was performed, what learning took
place as a result of performing the task, the information about the teachers’ and the learners’ opinions about the task
4. Analysis of the information collectedwhether to provide a quantitative or qualitative analysis of the data or both
5. Conclusion and recommendations conclude the result of the data analysis and predict recommendation for future teaching
In Indonesia students’ textbook is evaluated and standardized by Badan Standar Nasional Pendidikan BSNP. BSNP released the criteria to evaluate
textbook which cover four aspects; they are:
1. The appropriateness of the contents of the materials
