made to improve the four skills mentioned that will help them in their job in the future. The tasks there was designed from guided production tasks and
gradually to free-guided production task. The last part is the reinforcement. It consists of enrichment, evaluation, reflection, summary, and vocabulary list.
Enrichment is aimed to give students opportunity to have more practice in order to fully understand the materials. While evaluation is to test themselves
about their understanding of the materials. Then, the purpose of reflection is to give them the chance to recognize their own success or lack after learning the
materials. Next, the summary is to summarize the materials presented in the unit. Finally, the vocabulary list is to show the meaning and the kind of some
words that might be unfamiliar to students used in the unit.
b. Developing Unit of Work
Nunan 2004: 31-33 proposes six-step pedagogical sequence for introducing tasks.
1. Schema building Schema-building tasks are created to introduce initial vocabulary, language
and context for the task. 2. Controlled practice
Controlled practice is given to the learners in the form of target language, vocabulary, structures and functions.
3. Authentic listening practice This step could expose the learners to authentic audio or recording.
4. Focus on linguistic elements The step is focusing on linguistic elements, e.g. grammar and vocabulary
after the students have seen, heard and spoken the target language within a communicative context.
5. Provide freer practice In this step, the students are encouraged to use whatever language that they
have learned to complete the task. 6. Introduce the pedagogical task
This step includes the group work discussion and decision making task in order to complete the task.
c. Task grading, Sequencing, and Integrating
According to Nunan 2004: 13 the decision of what come first in a unit depends on the belief of the materials developer or syllabus designer about
grading, sequencing and integrating content. Grading, according to Richard, Platt and Weber 1986 in Nunan 2004, is the arrangement of the content of
materials so that it is presented in a helpful way. In line with Richard, Platt, and Weber, Nunan 2004 states that grading and sequencing tasks are
decisions on what to teach first, what second, and what last of the materials. Tasks must be graded and sequenced from the easy one to the difficult
one. In reading and listening skills, input becomes an important part that must be sequenced. Tasks must also be sequenced from the less demanding to the
more demanding, moving from comprehension-based procedures to controlled
