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f. Task Components
When talking about tasks, it is clear that we should consider the components as well. There are many statements about task components stated by
some experts. The first statement comes from Candlin in Nunan 2004: 47 who states that tasks should contain seven components; they are input, roles, settings,
actions, monitoring, outcomes, and feedbacks. Meanwhile, Shavelon and Stern in Nunan 2004: 47 suggest that minimally a task design should take into
consideration the elements of: contents, materials, activities, goals, students, and social community. On the other hand, Wright in Nunan 2004: 47 suggests that at
least, a task contain two elements. Referring to the descriptions above, Nunan 2004: 48 concludes that there
are six components of tasks. They are goal, input, activities, teacher‟s role,
learner‟s role, and setting. Goal refers to anything related to a range of general outcomes communicative, affective, or cognitive, and one that directly describes
the teacher or the learner demeanour. Although it is not always explicitly stated, it is considered as important in the syllabus in the early step. The second is input. It
refers to the spoken, written, and visual data that learners work with in the course of completing a task Nunan, 2004: 48. Next, there is procedure. In the
procedure, the learners will be given tasks related to the input and it will be in the more specified form. Nunan, 2004: 52. In line with this, Rivers and Temperley
1978 in Nunan 2004: 54 states that a good procedure can also be seen by whether the process focuses on the skill using or skill getting as the goal. The next
component is task type. According to Nunan 2004: 58, the choice of task types
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in the learning process is based on the teacher‟s method or strategy in conducting the learning activity. Another component is teacher and
learner roles. As stated by Nunan 2004, the term “role” refers to the part that
learners and teachers are expected to play in carrying out learning tasks as well as the social and interpersonal relationship between the participants. The method or
approach applied in the classroom is the factor which decides what the teacher and learners are supposed to do during the learning process. Finally, setting is the
last component. It refers to the classroom arrangements specified of implied in the task Nunan, 2004: 70. A good choice of setting for doing the task will become
the key to set up the classroom mood and support the learning process.
B. Review of Relevant Study
The study relevant to the results of this research is one conducted by Febriyani Asih Rahayu 2014 entitled Developing English Learning Materials for
Grade XI Students of Fishery Study program at SMK N 1 Bawang. The objectives of the study are to describe the target needs and learning needs of Grade XI
students of Fishery Study program and develop appropriate English learning materials for them. The study belongs to Research and Development R D.
Based on the expert judgment data of the study, it is shown that the materials developed in the study were considered as appropriate to be used in the
learning process in the classroom. It can be seen from the mean value of all aspects of the developed materials which is 3.91 so that the materials were
categorized as “Very Good”. Thus, it can be concluded that the developed
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