is as a facilitator or as a coach. Teachers offer guidance on helping students to engage in the thinking process of the writing activity.
Teachers must not force his or her own view in order to respect students’ opinion.
3 Feedback Provider Giving feedback on writing tasks needs particular care. Nation 2009:
115 says teachers should give students positive responses and
encourage them in doing writing. Teachers will choose what and how much focus on writing while they offer a correction based on student
needs at a particular stage of a study and task. Nation 2009: 115 explains that providing writers with feedback is an important way in
encouraging writers to keep their goals and target readers in mind.
3. Learning Materials
a. Definitions of Tasks
There are many definitions of tasks suggested by many experts. Long 1985 states tasks are a piece of work undertaken for oneself or for others,
freely or for same reward. In other words, ‘tasks’ mean many things people do in everyday life, at work, at play and in between. Crooks 1989 cited in
Branden 2006: 4 says that tasks are a piece of work or activities, usually with a specified objective, undertaken as parts of an educational course, at
work, or used to elicit data for research. Added to this, Bahman Palmer 1996 cited in Branden 2006: 4 say tasks are activities that involves
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.
