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