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family; students recombine and have to complete a family tree,
identify which picture from a number of alternatives represents
the family, etc
d. Within Task Sequencing
Nunan 2004 sets out the standard of dividing any mini sequence into three phases; a pre-task, a task-proper phase, and a follow-up phase.
Pre-task phase: the teacher opens the lesson, orients the learners into the topic and rehearses essential language that will be required to complete the task. Pre-
task phase can be conducted by asking the students about the weather, for example, then lead them to the topic weather.
Task-proper phase: in this phase the students undertake the task. They may be grouped in three or four to discuss the task,
Follow-up phase: the students get a briefing from the teacher, they report the tasks, and get feedback from the teacher. In this phase the teacher also can pre-
orient the students into the next topic in the next cycle by asking the students, for example, reading the text in unit 2.
7. Task Development a. Definition of Task
A textbook usually consists of a number of units; a unit consists of a number of tasks. There are several definitions of tasks according to some experts.
Nunan 2004:4 defines task as a piece of classroom work which involves learners
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in comprehending, manipulating, producing, or interacting in the target language while their attention is principally focused on meaning rather than form.
Meanwhile, Richards and Rodgers 2001:224 define task as an activity or goal that is carried out using language, such as finding a solution to puzzle, reading a
map, and giving directions.
b. Task Components
Nunan 2004:41 divides tasks into six components; they are goals, input, procedures, the roles of learners, the roles of teacher, and setting. Those task
components can be illustrated into the table below.
Table 2.4 Task Components Proposed by Nunan 2004:41
Goals → ← Teacher role
Input → TASK ← Learner role
Procedures → ← Setting
Goals refer to the general intention towards tasks; they also provide a direct relationship between tasks and the curriculum. Goals can be determined
after identifying the learners’ needs. Therefore, it can be written both implicitly and explicitly and may relate to a range general outcome communicative,
cognitive or affective Nunan, 2004. Input refers to data in the forms of oral, written texts, visual, and audio
that set the tasks out. Input for communicative tasks can be derived from a wide of
