1 Needs analysis Information related to the learning goals and needs of the learners
are obtained by conducting a needs analysis in the first place. 2 Goals and Objectives
Goals and objectives of the materials are the next information that are determined by the materials developer.
3 Syllabus design After determining the goals and objectives, the material developer
begins to design the syllabus which is the basis of the materials based on the needs analysis obtained and the curriculum.
4 Methodology materials The material developer starts designing the learning material based
on the information gathered in the previous steps. 5 Testing and evaluation
When the developer finishes designing the materials, a test will be conducted. The material developer will then obtain feedback from
the teacher and the students as the evaluation.
6. Task Development
a. Definition of Task
Materials and tasks cannot be separated when we are talking about materials development. A communicative task might give better
comprehension to the learners in learning specific types of materials.
Richards and Schmidt 2002 define task as an activity that is designed to help learners achieve particular learning goals. Task can be defined as an
activity or action that is carried out as the result of processing or understanding language. In addition, Nunan 2004 defines a task as a set
of communicatively meaningful classroo m activities that involve learners’
skills, such as manipulating, comprehending or interacting in the language they are learning.
It can be concluded that task is a piece of activity that is used in the classroom to help learners in the teaching and learning process. A task can
help learners practice and improve their competence in learning the materials. It will require the learners to be active participants in the
classroom. A task is usually carried out in the classroom, but different types of task can be carried out even in our daily activities or outside the
classroom.
b. Components of a Task
Nunan 2004: 41 proposed the components included in a task, as shown in the chart below:
Goals Teacher role
Input TASK
Learner role Procedures
Settings
Figure 1: Components of Task Nunan, 2004: 41
1 Goals
Goals are defined as the vague, general intentions behind any learning tasks Nunan, 2004. Goals may relate to a set of general
outcomes such as communicative, affective, or cognitive or may describe teacher or learner behaviour. They provide a point of contact
between the task and broader curriculum. 2
Input Input is defined as the spoken, written, and visual data that learners
work within the course of completing a task. Hover in Nunan 2004: 48 states that input can come from a wide range of sources such as letters,
newspapers, picture stories, memos, notes, photographs, menus, recipes, and economic graphs.
3 Procedure
Procedure is used to specify what the learners will actually do with the input that forms the point of departure for the learning task. The
way of analyzing procedures is in term of the focus or goal, whether they are basically concern with skill-getting or skill-using Rivers and
Temperly, 1978 in Nunan 2004: 54. 4
Teacher and Learner roles Role means the part that the learners and teachers are expected to
play in carrying out learning task as well as the social and interpersonal relationships between the participants. Nunan 2004:64 explains that
learners will find their own way of learning, organize information about
language, have creativity, make their own opportunities, learn to live with uncertainty, use mnemonic, make error work, use their linguistics
knowledge, learn to make intelligent guesses, learn to formalized routines, learn production techniques, and use different styles of speech
and writing. Meanwhile, the teachers can be assistants, developers, facilitators, observers, and controllers.
5 Settings
Settings means the classroom arrangements specified or implied in the task Nunan, 2004:70. It also requires consideration of whether the
task is to be carried out wholly or partly outside the classroom. The two different aspects of the learning situations are mode and environment.
Nunan 2004:35 summarises the underlying principles in developing the instructional sequence presented as follow:
1 Principle 1: Scaffolding
Lessons and materials should provide supporting frameworks within which the learning takes place. At the beginning of the learning
process, learners should not be expected to produce language that has
not been introduced either explicitly or implicitly.
2 Principle 2: Task dependecny
Within a lesson, one task should grow out of, and build upon, the ones that have gone before.
3 Principle 3: Recycling
Recycling language maximizes opportunities for learning and activities the learning principle.
4 Principle 4: Active learning
Learners learn best by actively the language they are learning. 5
Principle 5: Integration Learners should be taught in ways that make clear the relationships
between linguistic form, communicative function and semantic meaning.
6 Principle 6: Reproduction to creation
Learners should be encouraged to more from reproductive to creative language use.
7 Principle 7: Reflection
Learners should be given opportunities to reflect on what they have learned and how well they are doing.
It is important to consider the components of task which include goals,
input, procedures, teacher roles, learner roles, and settings in developing materials. These components play different crucial roles in the learning
tasks. According to those this, Nunan’s theory of six components of tasks
will be adapted by the researcher in developing the English learning materials for grade XI students of Pharmacy Study Programme of SMK
SMF “INDONESIA” Yogyakarta.
c. Task Grading and Continuity
