should be presented in a good order that enable students to understand the materials well. In line with Richards, Nunan 2004 states that a material
developer has to decide gradation and sequence of tasks on what to teach first and what should teach later in materials or a program. In short, selected tasks
have to be graded and sequenced from easy one to the difficult one or whether it occurs frequently in real communication Nunan: 2004.
As reading skills need input as the source of learning language, the sequence of input also should be taken into account. Those aspects
includegrammatical complexity, length of a text, propositional density, the amount of low-frequency vocabulary, the explicitness of the information, the
discoursestructure and the clarity with which it signalled Nunan: 2004. Further, Nunan 2004 also claims that tasks have to be sequenced from
less-demanding to the more demanding. Tasks should start from comprehension- based procedures to controlled production activity and finally to the ones
requiring the authentic communicative interaction.
c. Task Components
According to Nunan 2004:41-56, there are six components that should be included in the process of task development.
Figure 2.2 Task Components Nunan: 2004
1. Goals Goals refer to the general intention of learning tasks in a course. It is
broader than the term objective and relates to a range of general outcomes communicative, affective or cognitive or may directly describe teacher or
learner behaviour.
2. Input ‘Input’ refers to the spoken, written and visual data that learners
workwith in the course of completing a task. Data can be provided by a teacher,a textbook or any other source. The more various resources used in
tasks used the more students will feel interested. In selecting the resources, the teachers should be aware of the relevancy of the source to students’ needs, the
learned topic, students’ proficiency, and interests. There are some examples of sources proposed by Morris and Stewart-Dore 1984-158 that can be used for
encouraging literacy skills development: articles from newspapers, magazines, journals, reports, radio and television scripts, etc. Those inputs should be
authentic which means that the texts for Reading are produced for learning purpose.
3. Procedures ‘Procedures’ are defined as what learners will actually do with the input
that forms the goal of learning task. In considering criteriafor task selection, some issues arise similar to those aswe encountered when considering input.
4. Teacher Role Teacher role refers to what the teachers are expected to do to make the
classroom become success, such as how to carry out learning tasks and build a good communication with the learners. According to Breen and Candlin
1980 in Nunan 2004, the teacher has three main roles: facilitator, participant, observer and learner .
5. Learner Role Roles means what the learners are expected to do in carrying out
learning tasks as well having relationships with peers and teachers. Adapted from Rubin and Thomson 1982 in Nunan 2004, good language learner
should be critical, reflective and autonomous.
6. Settings Settings are defined as how the tasks will be carried which consist
of two different types: mode and environment Nunan: 2004. Learning mode refers to whetherthe learners do the tasks individually or in a group
while environment refers to where the learning actually takes place, such as in a conventional classroom, a workplace setting, etc.
