6. Reproduction to creation
Learners should be encouraged to more from reproductive to creative language use.
7. Reflection
Learners should be given opportunities to reflect on what they have learned and how well they are doing.
From the explanation above, there are some important components of task which include goals, input, procedures, teacher roles, learner roles, and settings.
Each component plays as essential role in creating an effective task. Besides, there has been explaining some principles related to the process of developing the
instructional sequence. Those principles should be taken into account by the developer in order to develop an effective learning material.
J. Unit Design
As stated by Richards and Schmidt 2002, a unit, in a course or textbook, is a teaching sequence that is normally longer than a single lesson but shorter than
a module and consists of a group of lessons planned around a single instructional focus.
A unit normally has a number of tasks or activities. These tasks and activities are the core components in a unit. Decision about what types of tasks
and activities in a unit reflect the planner’s assumption about the nature of language, language use, and language learning, what the most essential elements
or units of language are, and how these can be organized as an efficient basis for second language learning.
In an interactive learning multimedia, the units are designed similar to the other learning media, e.g. course books or textbooks. In a unit, interactive
multimedia also has a number of tasks which are designed more interactive in order to attract the students’ interest so that they will be more interesting in
joining the process of teaching learning English.
K. Grading, Sequencing and Integrating Tasks
A unit of work generally consists of several tasks or activities. The types of tasks and activities in a unit reflect the material developer’s assumption about
the nature of language, language use, and language learning. In developing a unit of work, the material developer should decide what to reach first, what second,
and what last in the materials reflect the beliefs of the materials development or syllabus designer about grading, sequencing, and integrating task.
Gradation is concerned with the grouping and sequencing of teaching items in a syllabus Richards, 2001. Further, Richards, Platt and Weber 1986 in
Nunan 2004 describe grading as: The arrangement of the content of language course or a textbook is
presented in a helpful way. Gradation would affect the order in which words, word meaning, tenses, structures, topics, functions, skills, etc, are
presented. Gradation may be based on the complexity of an item, its frequency in written or spoken English, or its importance for the learner.
In other words, what is taught at the beginning of a lesson is selected because it is considered to be easy, or because it occurs frequently, or because the
learner needs it immediately for real-world communication.
Grading, sequencing, and integrating of tasks is a complicated thing since there are some factors that need to be considered in order to produce an integrated
unit of work. The first factor is the complexity of the input. One of the essential elements of the input is grammatical complexity that will affect the length of a
text, the content of a text, the amount of low-frequency vocabulary, and the structure of the discourse.
The second is learners’ factor that consists of learners’ background knowledge, confidence, motivation, prior learning experience, learning pace, and
observed ability in language skills, cultural knowledge or awareness, and linguistic knowledge. The third factor is a procedural factor that is the operations
which learners are required to perform on input data. The last factor is task continuity or task dependency, that is within a unit of work the tasks, task
components, and supporting enabling skills should be interdependent.
L. Newspaper in Language Teaching
