Developing Unit of the Materials

diagram based on the idea of those scientists. Below is the diagram of the minimum specification of tasks: Goals Teacher Role Input TASK Learner Role Procedures Settings Figure 2.3. The Minimun Specification of Task Here is the explanation of each of the components stated by Nunan 2004: 1 Goals It is the vague, general intentions behind any learning task. There are some characteristics of goals. Goals are more specific than Halliday’s three macro skills interpersonal, transactional, and aesthetic but more general than formal performance objectives. Furthermore, it may relate to a range of general outcomes communicative, affective, or cognitive or may directly describe teacher or learner s’ behavior. He also adds another important point. Goals may not always be explicitly stated although it can usually be inferred from the task itself. There is not always a simple one-to-one relationship between goals and tasks. In the same cases, a complex task such as simulation with several steps and sub-tasks may have more than one underlying goals. It is also said that goals may relate not only to language but also other aspects of learning process such as sociocultural, process oriented or cultural, and communicative. The following table presents the types of goals which are adapted from Clark 1987: 227-32 in Nunan 2004: 43. Table 2.2. Goal Types Goal Type Example Communicative Establish and maintain interpersonal relations and through this to exchange information, ideas, opinions, attitudes, and feelings and to get things done Sociocultural Have some understanding of the everyday life patterns of their contemporary age group in the target language speech community Learning-how-to-learn To negotiate and plan their work over a certain time span, and learn how to set themselves realistic objectives and how to devise the means to attain them Language and cultural awareness To have some understanding of the systematic nature of language and the way it works There are some broad distinctions that can be made from those types of goals. First is the distinction between English for social purpose and English for transactional purposes. Second is the distinction between general English and English for specific purposes. 2 Input It refers to spoken, written and visual data that learners work with in the course of completing tasks. We can get the data from several sources such as the teacher, books, videos, internet, and so on. Actually learners can obtain the data by themselves through different kinds of sources to be used as an input to their