In this ten-step sequence, the complexity of the tasks gradually increases from one phase to the next. It starts from comprehension tasks, then
moving to controlled production activities, and finally authentic communicative interaction tasks.
6. Tasks Development
Tasks development is the next step after knowing the theory of the unit development. The following explanation covers definition of tasks, tasks grading
and sequencing, tasks components.
a. Definition of Tasks
Nunan 2004:41 says that task is any activity or action that is carried out as the result of processing or understanding language. The tasks done by students
should be varied that students will not easily get bored and also be able to achieve the required competences.
b. Tasks Grading and Sequencing
The sequence of tasks based on the level of complexity should be considered in developing tasks in the materials. According to Richards, Platt and
Weber 1986 in Nunan 2004 grading in developing tasks is defined as ‘the
arrangement of the content of a language course or textbook so that it is presented in a helpf
ul way’. They also argue that any of elements of language such as words, word meanings, tenses, structures, topics, functions, skills also
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
