An important factor influencing the success of regional development, one of which is the human resources (HR) that have a role in increasing the productivity and competitiveness of a region. An analysis of the competitiveness of a region needs to be carried out to identify weaknesses and strengths in human resource aspects that will have an impact on economic performance and people's welfare. This study aims to analyze the Regional Competitiveness Index (IDSD) of Banten Province in terms of human resources using several indicators, including education level, availability of employment, health, and investment environment. The method used is descriptive analysis and regional competitiveness index calculation. The data used in this study were obtained from the National Research and Innovation Agency. The results of the study show that Banten Province has an IDSD value on the health pillar of 3.75. From the health pillar, there are 3 regencies/cities that have a higher IDSD score, namely Tangerang Regency with a score of 3.85, Tangerang City with a score of 4, and South Tangerang City with a score of 4. Meanwhile, the IDSD score on the skills pillar has a score of 3.44. There were only 3 that had a higher IDSD score, namely Tangerang City with a value of 3.86, Cilegon with a value of 3.53, and South Tangerang City with a value of 3.79. Therefore, it is necessary to make efforts to improve the quality of human resources in Banten Province by taking into account the factors that affect competitiveness, including education, availability of fields, employment, health, and the investment environment.

Selection of task types in learning listening certainly affects the quality oflearners’ necessities. The seven types of tasks offered by Willis (2007) are oftennot simply applicable because different class characteristics always presentdifferent burdens in determining the right types of task. The goal of this studyis to describe learners’ prospect of task types in teaching listening skill at EFLclass for university students. A listening class consisting of thirty students whichhad experienced different task types in four years was chosen. To achieve theobjective, the researchers collected the data by observing the teaching learningprocess and interviewing both the teacher and the learners. The result of dataanalysis revealed that there were four types of task implemented in the listeningclass, those were; listing task, sharing personal experience task, comparingtask and creative task. The class used listing task by asking the learners tomention the information they have got from the short video. Comparing taskwas implemented by asking the learners to match the information betweenthe video and what they have got. In sharing personal task, the class askedthe learners about their personal experience that was related to the discussedmaterial. The last was creative task in that learners were to find their own videoabout the topic they have decided and asked the learners to present their videoin front of class by telling the audience about the content of the video. In short,the final end of employing task types is on helping learners grasp their learningprospects so in designing the task types the class has to stick to the objective ofthe task, the materials and level of difficulty and the learners’ capability.