It is time for the students to engage in freer practices, where they move beyond simple manipulation. For example, they are involved in information
gap activities. Here, the tasks will push them to negotiate meaning, create their own language and their own meaning.
f Introduce the Pedagogical Tasks
The final stage in the instruction sequence is the introduction of the pedagogical tasks.
e. The Principles for Task-Based Language Teaching
Nunan 2004 summarizes the principles in developing the instructional sequence as follows:
a Scaffolding
Lessons and materials should involve supporting frameworks within which the learning takes place. Producing language should not be introduced at the
beginning of the learning process either explicitly or implicitly. b
Task dependency A task should grow out of, and build upon, the previous task. The tasks
should exploit the students‟ receptive skills first in a great proportion of time. After that, they do the productive works.
c Recycling
The students cannot master a particular language item at once. The tasks that contain that language item should reappear in order to achieve one hundred
per cent mastery. Recycling language maximizes opportunities for learning.
This recycling allows learners to encounter target language items in a range of different environments, both linguistic and experiential.
d Active learning
The learners learn best when they actively use the language that they are learning.
e Integration
The learners should be taught in ways that make clear the relationships between linguistic form, communicative function and semantic meaning.
f Reproduction to creation
The learners should be encouraged to move from reproductive to creative language use. It sounds hard for beginner to achieve the creative language use
but it may happen if they learn it through smooth sequence of tasks. g
Reflection The opportunities to reflect on what the learners have learned and how well
they are doing should be provided in order to make the students aware of the strategies that determine their learning and see the rationale for new
approach.
f. Sequencing the Tasks
According Richard, Platt and Weber 1986 in Nunan 2004, sequencing tasks is to arrange the content of language courses or textbook in order to make
the tasks more helpful. It affects the order of words, words meaning, tenses, structures, topics, functions, etc. in t
he tasks‟ presentation. It is based on the
complexity of the items, its frequency in the written or spoken language, or its necessities for the learners. Nunan 2004 claims that sequencing a task refers to
deciding what the first aspect should be taught, what the second, and what the last in materials or a program.
Tasks have to be sequenced from the easy one to the difficult one. In reading skills, input becomes an important aspect that have to be sequenced.
Grammatical factors influence the complexity of the input. Further, Nunan 2004 says that 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 determine the difficulty of input.
B. Review of Related Studies
This research is dealing with developing supplementary English reading materials for Grade VII students of Junior High School focusing on descriptive
texts . Based on the researcher‟s knowledge there are some previous studies related
to the development of reading materials and development of materials for Junior High School students. Even though the research studies are not completely the
same as this study, those research studies contribute to this research very much. In terms of reading material development, Gustaf 2015 had developed A
Comic Book for Extensive Reading Material for 8th Grade Students of SMPN 2 Sanden. The materials consisted of tasks with comic strips. It met
the learners‟ interests. The second study was conducted by Warahita 2015. She had
