understanding about the text. Fifth is the unit should provide freer practice. In this step, the students are less controlled in doing the exercises. The exercises
in this phase give students chance to use their own thinking to do the exercises. And the last is introduce of the pedagogical. The final step of the instruction
sequence is the introduction of the pedagogical task itself.
b. Task Grading and Sequencing
The arrangement of the content of language course or textbook so that it is presented in a helpful way is termed gradation Nunan, 2004:114.
Gradation would affect the order in which words, word meanings, tenses, structures, topics, functions, skills, etc. are presented. Richards 1986: 125,
states that gradation may be based on the complexity of an item, its frequency in written or spoken English, or its importance for the student.
c. Task Continuity
The terms ‘continuity’, ‘dependency’ and ‘chaining’ all refer to the same thing: the interdependence of tasks, task components and supporting
enabling skills within an instructional sequence. The table below is a possible instructional sequence, from comprehension-based procedures to controlled
production activities which is proposed by Nunan 2004:126. The steps in each of the phases may show the continuity of the task.
Table 1. Instructional Sequence proposed by Nunan 2004 Phases
Steps within a phase
A. Processing 1. Read or study a text
– no response required 2. Read or listen to a text and give a non-verbal,
physical response e.g. student nods every time key words are heard.
3. Read or listen to a text and give a verbal response e.g. write down key words every time they are
heard. 4. Read or listen to a text and give a non-physical,
non-verbal response e.g. check-off a box or grid every time key words are heard.
B. Productive 1. Listen to cue utterances, or dialogue fragments
and repeat them, or repeat a complete version of the cue.
2. Listen to a cue and complete a substitution or transformation drill.
3. Listen to a cue and give a meaningful response. C. Interactive
1. Role play e.g. having listened to a conversation between a seller and a customer in a shop
2. Students try to re-enact the situation by acting it out with their peers.
3. Simulationdiscussion e.g. Students in small groups practice about how to sell and how to buy
using English. Problem-solvinginformation gap e.g. students
are asked to complete incomplete sentences after listening and to conversation between a seller and
a customer which is first acted out by their friends in the class.
In this sequence, the students gradually become more and more active and the teacher involvement is gradually reducing. This sequence also shows
the continuity of the task, which can be seen from the skills acquired and practiced in one step are extended in succeeding steps.
d. Within-task sequencing
