continued
Phases Steps within phase
B. Productive
5. Listen to cue utterances, or dialogue fragments
and repeat them, or repeat a complete version of the cue.
6. Listen to a cue and complete a substitution or
transformation drill. 7.
Listen to a cue e.g. a question and give a meaningful response i.e. one that is true for
the learner. C.
Interactive 8.
Role play e.g. having listened to a conversation in which people talk about their
family, students, working from role cards, circulate and find other members of their
family.
9. Simulationdiscussion e.g. students in small
groups share information about their own families.
10. Problem-solving information gap e.g. in an
information gap task, students are split into three groups; each groups listens to an
incomplete description of a family; students recombine and have to complete a family tree,
identify which picture from a number of alternatives represents the family, etc..
5. Task Development
a. The Definition of Task
Materials cannot be separated by tasks as well. There are some experts who define tasks. Long in Nunan 2004:2 defines a task as a piece of work
undertaken for oneself or for others, freely or for some reward. The examples of task include painting a fence, filling out a form, typing a letter, finding a
street destination, and the like . In other words, by “task” is meant the hundred
and one things people do in everyday life, at work, at play, and in between.
Ellis in Nunan 2004:3 defines a task in a pedagogical perspective. Pedagogical perspective tasks refer to tasks which occur in the classroom. A
task is a work plan to gain an outcome that can be evaluated in terms of whatever the correct or appropriate propositional content has been conveyed.
It is intended to result in language use that allows a resemblance, direct or indirect to the way language is used in the real world. Like other language
activities, a task can engage productive or receptive, and oral or written skills
and also various cognitive processes.
In addition, Nunan 2004:4 defines a pedagogical task as a piece of classroom work which involves learners in comprehending, manipulating,
producing, or interacting in the target language while their attention is focused on mobilising their grammatical knowledge in order to express
meaning, and in which the intention is to convey meaning rather than to
manipulate form.
From some definition above, it can be concluded that a task is a piece of work which is usually used in the classroom to help learners in their teaching
learning process. A task allows the learners to achieve a better outcome which can be used in the real world. However, task is not only a piece of classroom
work, but also anything that we can find in our daily life. Moreover, there are a lot of activities which are included as a task. They are as mentioned before,
such as: typing a letter, painting a fence, and so on. b.
Task Components
Referring to Nunan 2004:41, there are minimum specifications of task that include goals, input, and procedures, and that these will be supported by
roles and settings.
1 Goals
Goals relate to range of general outcomes including communicative, affective, or cognitive or may describe teacher or learner behaviour.
2 Input
Input refers to the spoken, written, and visual data that learners work within the course of completing a task. The data for the input can be
provided by teachers, textbooks or others. 3
Procedure Procedure specifies what learners will actually do with the input that
forms the point of departure for the learning task. 4
Teacher and Learner roles Role refers to the part that learners and teachers are expected to play in
carrying out learning task as well as the social and interpersonal relationships between the participants.
5 Settings
Settings refer to the classroom arrangements specified or implied in the task. Setting also requires consideration of whether the task is to be
carried out wholly or partly outside the classroom.
Figure 3: Task Components by Nunan 2004:41
Goals Teacher role
Input TASK
Learner role Procedures
Settings
