the learner is involved in a social activity, and the social and interpersonal roles of the learner cannot be divorced from psychological learning
processes the learner must take responsibility for his or her own learning, develop
autonomy and skills in learning-how-to-learn. 6
Settings Settings refer to the classroom arrangements specified or implied in the
task. It also requires consideration of whether the task is to be carried out wholly or partly outside the classroom.
According to those theories , Nunan’s theory of six components of tasks
will be adapted by the researcher to develop English materials for the grade X students of SMK Koperasi Yogyakarta.
6. Grading and Sequencing Tasks
Grading, according to Richard, Platt and Weber 1986 in Nunan 2004, is the arrangement of the content of a language course or textbook so that it is
presented in a helpful way. Gradation would affect the order in which words, word meanings, tenses, structures, topics, functions, skills, and others are
presented. Gradation maybe based on the complexity of an item, its frequency in written or spoken English, or its importance for the learner. In line with Richard,
Platt, and Weber, Nunan 2004 states that grading and sequencing tasks are decisions on what to teach first, what second, and what last in a coursebook or a
program.
Tasks must be graded and sequenced from the easy one to the difficult one. In reading and listening skills, input becomes an important part that must be
sequenced. Grammatical factors influence the complexity of the input. The difficulty will be affected by the length of a text, propositional density, the
amount of low-frequency vocabulary, the speed of spoken text and the number of speakers involved, the explicitness of the information, the discourse structure and
the clarity with which it signaled Nunan, 2004. In addition, the same input can be used for more than one task with different level of task difficulty. It can be
done by adjusting the procedural demands on the learners. Tasks must also be sequenced from the less demanding to the more
demanding, moving from comprehension-based procedures to controlled production activities and exercises, and finally to ones requiring authentic
communicative interaction Nunan, 2004.
B. Conceptual Framework
Material is a crucial aspect in English teaching and learning process. However, it is difficult to find English materials for vocational high schools
especially that focus on Visual Communication Design program, based on Curriculum 2013. By developing English learning materials for grade ten students
of Visual Communication Design program that based on their needs and Curriculum 2013 using scientific approach, it is expected that the materials will
support the teaching and learning process and help the students develop their English competence to prepare themselves to enter the labor-market.
