individual in using language for the purpose of achieving a particular goal or an objective in a particular situation. After stating many various definitions
from many experts, Branden 2006: 4 states that tasks are activities in which people engage in order to attain an objective.
b. Task Components
Nunan 2004: 41-56 states that tasks must be analysed based on some task components such as goals, input data, procedures, settings and roles.
Goals Goals are related to a communicative purpose or directly
describing teachers and learners’ behavior. Every task has a purpose directed at the learners when doing tasks. There is a relation between
tasks and the learners’ broader curriculum. Input
Input is related to real tasks in learning. It refers to the spoken, written andor visual data that learners work with in the course of
completion tasks. Data can be provided by teachers, textbooks or some other sources. In addition, it should be possible for teachers to select an
authentic written text which is appropriate to the needs, interest and proficiency levels of learners.
Procedures It refers to what learners will do with the input. It considers
criteria for task selection. Procedures consist of authenticity, learners’ focuses, accuracy and fluency.
First, it is authenticity. Candlin and Edelhoff 1982 cited in Nunan, 2004: 53 state that authenticity involves much more than
simply selecting texts from the outside arena of language teaching, and that the processes should also be authentic. Second, it is the learners’
focuses. They are basically concerned with skill getting or skill using. In skill using, they apply these skills to communicative interaction.
Third, it is focused on the learners developing accuracy and fluency. Brumfit 1984 cited in Nunan, 2004: 56 states that accuracy and
fluency are not opposites, but are complementary. Teacher and Learner Roles
Roles are the part in which a learner and a teacher are expected to play in a learning task like the social and interpersonal relationship
among the participants. Richards and Rodgers 1986 cited in Nunan, 2004:64 state that tasks will show assumptions about giving an
achievement to a learner, so that the learner make to the learning process. Furthermore, a learner who knows his own preferred learning
style and then apply on one’s own learning strategies will make one become a better learner.
Settings Setting is the classroom arrangements specified in the task. It
requires consideration of whether the task is to be partly outside or inside the classroom. There are two different aspects of the learning
situations. They are mode and an environment. Learning mode refers to
