4. Focus on linguistic elements The step is focusing on linguistic elements, e.g. grammar and vocabulary
after the students have seen, heard and spoken the target language within a communicative context.
5. Provide freer practice In this step, the students are encouraged to use whatever language that they
have learned to complete the task. 6. Introduce the pedagogical task
This step includes the group work discussion and decision making task in order to complete the task.
c. Task grading, Sequencing, and Integrating
According to Nunan 2004: 13 the decision of what come first in a unit depends on the belief of the materials developer or syllabus designer about
grading, sequencing and integrating content. Grading, according to Richard, Platt and Weber 1986 in Nunan 2004, is the arrangement of the content of
materials so that it is presented in a helpful way. 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 of the materials. 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. 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.
7. Task Development a. Definition of Task
The task, as what Nunan 2004: 4 called as a pedagogical task is a piece of classroom work that helps learners in comprehending,
manipulating, producing or interacting in the target language while they are focusing on drilling their grammatical knowledge to express meaning,
and in which the purpose is to convey meaning. In addition, Richards and Schmidt 2002:539-540 defines task as
an activity which is designed to help achieve a particular learning goal. These include goals, procedures, order, pacing, product, learning strategy,
assessment, participation, resource, and language.
b. Task Continuity
The terms „continuity„ refers to the interdependence of tasks, task
components and supporting enabling skills within an instructional sequence. When planning instructional sequence, Nunan 2004: 125 proposes the same
steps to make activities gradually increase from demanding, moving from comprehension-based procedures to controlled production activities and
exercises, and finally to free practice or real communicative interaction.
