tasks and pedagogical tasks. The target tasks mean the uses of language in the world beyond the classroom. Meanwhile pedagogical tasks mean those that
occur in the classroom. Accordance with the theories above, Skehan 1998 via Nunan 20014:3 proposes five key characteristics of a task as stated
below. 1
Meaning is primary. 2
Learners are not given other people’s meaning to regurgitate. 3
There is some sort of relationship to comparable real-world activities. 4
Task completion has some priority. 5
The assessment of the task is in terms of outcome. Finally, Nunan 2004: 4 defines task as a piece of classroom work that
involves learners in comprehending, manipulating, producing, or interacting in the target language while their attention is focused on mobilizing their
grammatical knowledge in order to express meaning, and in which the intention is convey meaning rather than to manipulate form.
b. Components of Task
Nunan 2004 proposes a minimum specification of task that should be applied in developing materials. The components will include goals, input,
and procedures. Those components will be supported by roles and settings. Every component has different function specification as proposed by Nunan
2004: 41-56.
Figure 3: Diagram of tasks simple model by Nunan
Goal Input
Procedures TASK
Teacher’s role Learner’s role
Settings
1 Goals
Goals are the vague, general intentions behind any learning task.They provide a link between the task and the broader curriculum. They may
relate to a range of general outcomes communicative, affective or cognitive. This component represents students’ intention in doing the
learning process. 2
Input Input refers to the spoken, written and visual data that learners work with
in the course of completing a task. Data can be provided by teacher, a textbook or some other source such as articles, newspapers, magazines,
etc. The input relates to authenticity, in this context refers to the use of spoken and written material that has been produced for purposes of
communication not for purposes of language teaching. 3
Procedures Procedures specify what learners will actually do with the input that forms
the point of departure for the learning task. In considering criteria for task selection and, in the next section, we will look at what research has to say
on this matter, some issues arise similar to those as encountered when considering input.
4 Teacher and Learner Roles
Role refers to the part that learners and teachers are expected to play in carrying out learning tasks as well as the social and interpersonal
relationships between the participants. Richards and Rodgers 1986 cited
