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1. Astri Ollivia K. (16716251013)
2. Nana Apriliana (16716251014)
3. Mustikaning Ayu S. (16716251009)

 Framework
 Content
 Syllabus
 Communicative Language Teaching
 Some claims for current materials
 Multi component...

As cited in McDonough, Shaw & Masuhara (2013: 3-4):
 Nowadays, the possible relationship between
English and globalizat...

As cited in McDonough, Shaw & Masuhara (2013: 5-8):
 Context which comprises of learners and setting can
influence the ...

• Age
• Mother tongue
Physical
• Interests
• level of proficiency
• aptitude
• academic and educational level
• attitude...

• Physical
• Socio-cultural
• Time
• Administration
• Monitoring
• evaluation
• Teachers
• Number of
pupils
• Support
pe...

 A syllabus is a document containing what should be
learnt. (Hutchinson & Waters, 1987: 80)
 A syllabus refers to an e...

 Syllabus offers practical way to break down the
complexity of language learning process into
manageable and teachable ...

Hutchinson &
Waters (1987: 85-
87)
• Topic
• Structural/
situational
• Functional/notional
• Skill
• Situational
• Task-...

• Based on grammar items .
• e.g. Prepositions, pronouns, etc.
Grammatical/
structural
• Based on language functions.
• ...

 Most syllabuses are based on a combination of two
or more of the types. (McDonough, Shaw &
Masuhara, 2013: 13)
 The n...

Communicative Language Teaching
(CLT)
1960s
1970s
to early
1980s
New
millennium
era

Communicative Language Teaching
(Examples)


 As cited in McDonough, Shaw & Masuhara (2013:
22), Richards & Rodgers (2001: 172) define CLT as
“an approach in the se...

• Syllabus
(Wilkins,
1976)
Phase 1
• Need
assessment
(Munby, 1978)
Phase 2 • Classroom
activities
(Prabhu, 1987)
Phase 3...
1
• The concept of ‘being communicative’ includes what a language has the potential to mean,
as well as formal grammar pr...

As cited in McDonough, Shaw & Masuhara (2013),
Clandfield and Jeffries (2010); Clare and Wilson (2011);
Dellar and Walkl...

Multi-component syllabus
Dellar and Walkley (2011) cited in McDonough, Shaw & Masuhara (2013)

Word Meaning
Sing
Write
Read
Menyanyi
Menulis
Membaca
The emphasis of lexis
Current way:
• rationalize vocabulary as con...

As cited in McDonough, Shaw & Masuhara (2013):
 Willis defined tasks are always activities where
the target language is...

As cited in McDonough, Shaw & Masuhara (2013: 42),
the current course book design is concerned in general
terms with a p...

As cited in McDonough, Shaw & Masuhara (2013: 47),
there are several changes related to the shift of view of
ELT, namely...

 McDonough, J., Shaw, C., & Masuhara, H. 2013.
Materials and Methods in ELT: A Teacher’s Guide, Third
Edition. West Sus...
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Materials and methods presentation

This is our presentation in English Language Material Development.
Group members:
Astri Olliva K.
Mustikaning Ayu S.
Nana Apriliana:

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Materials and methods presentation

  1. 1. 1. Astri Ollivia K. (16716251013) 2. Nana Apriliana (16716251014) 3. Mustikaning Ayu S. (16716251009)
  2. 2.   Framework  Content  Syllabus  Communicative Language Teaching  Some claims for current materials  Multi component syllabus  Learners and learning  Related developments  References Outlines
  3. 3.  As cited in McDonough, Shaw & Masuhara (2013: 3-4):  Nowadays, the possible relationship between English and globalization makes a teacher a worldwide job or occupation.  Despite all the differences, they share professional common framework that comprises of context and syllabus. Framework
  4. 4.  As cited in McDonough, Shaw & Masuhara (2013: 5-8):  Context which comprises of learners and setting can influence the goal that every educational program has.  Learner variables can be general to individual.  Setting includes whole teaching and learning environment.  By having this consideration, it will lead to that the selection of an appropriate type of syllabus content and specification. Context
  5. 5.  • Age • Mother tongue Physical • Interests • level of proficiency • aptitude • academic and educational level • attitude to learning • motivation • reasons for learning • preferred learning styles • personality Mental Graphic 1. Learner variables (McDonough, Shaw & Masuhara, 2013: 7-8)
  6. 6.  • Physical • Socio-cultural • Time • Administration • Monitoring • evaluation • Teachers • Number of pupils • Support personnel • The position of English at school, curriculum or country Position Human resources Environment and time Management Graphic 2. Setting variables (McDonough, Shaw & Masuhara, 2013: 8-9)
  7. 7.   A syllabus is a document containing what should be learnt. (Hutchinson & Waters, 1987: 80)  A syllabus refers to an explicit and coherent plan containing what is to be taught in particular course in which the aim is to guide teacher and learners. (Feez & Joyce, 1998: 2)  “The syllabus here is defined as the general statement as to the pedagogical arrangement of the learning content.” (McDonough, Shaw & Masuhara, 2013: 11) Syllabus (Definitions)
  8. 8.   Syllabus offers practical way to break down the complexity of language learning process into manageable and teachable units. (Hutchinson & Waters, 1987: 83-84)  Syllabus can fulfill aims as closely as possible. (McDonough, Shaw & Masuhara, 2013: 11)  Richards and Rodger (2011), as cited in McDonough, Shaw & Masuhara (2013: 11), states the place of syllabus in a programme planning in three levels, i.e., approach, design, and procedure. Syllabus (Importance)
  9. 9.  Hutchinson & Waters (1987: 85- 87) • Topic • Structural/ situational • Functional/notional • Skill • Situational • Task-based • Discourse/skill • Skill and strategies Feez & Joyce (1998: 14 – 18) • Structural • Situational • Topic-based • functional/-notional • Process • Task-based • mixed McDonough, Shaw & Masuhara (2013: 13) • Grammatical/ structural • Functional/notional • Situational • Skill-based • Topic-based • Task-based Graphic 1. Types of syllabus
  10. 10.  • Based on grammar items . • e.g. Prepositions, pronouns, etc. Grammatical/ structural • Based on language functions. • e.g. Appologizing, thanking, etc. Functional- notional • Based on the situation and setting. • e.g. At a hotel, in the restaurant, etc. Situational • Based on skills. • e.g. Writing a memo, reading for info, etc. Skills-based • Based on the logic of the topic itself. • e.g. Job seeking process, etc. Topic based • Based on communicative tasks. • e.g. Interviews, meeting people, etc. Task-based
  11. 11.   Most syllabuses are based on a combination of two or more of the types. (McDonough, Shaw & Masuhara, 2013: 13)  The notion of syllabus should be distinguished from syllabus inventory. (McDonough, Shaw & Masuhara, 2013: 14)  A syllabus is a working document that should be used flexibly and appropriately to maximise the aims and the processes of learning. (Hutchinson & Waters, 1987: 94) Syllabus (notes)
  12. 12.  Communicative Language Teaching (CLT) 1960s 1970s to early 1980s New millennium era
  13. 13.  Communicative Language Teaching (Examples)
  14. 14.
  15. 15.   As cited in McDonough, Shaw & Masuhara (2013: 22), Richards & Rodgers (2001: 172) define CLT as “an approach in the sense that it represent ‘a diverse set of principles that reflect a communicative view of language and language learning and that can be used to support a wide variety of classroom procedures’.” Communicative Language Teaching (Definition)
  16. 16.  • Syllabus (Wilkins, 1976) Phase 1 • Need assessment (Munby, 1978) Phase 2 • Classroom activities (Prabhu, 1987) Phase 3 Communicative Language Teaching (Phases) Taken from: McDonough, Shaw & Masuhara (2013: 22-23)
  17. 17. 1 • The concept of ‘being communicative’ includes what a language has the potential to mean, as well as formal grammar properties. 2 • There is often a stated requirement for ‘authenticity’. 3 • The communicative approach cconcerns with “accuracy” and “appropriacy”. 4 • A concept of communication does not have to be based on sentence-level criteria, it can allow language to be described, and language learning to take place, over longer stretches. 5 • ‘Communicative’ can in fact refer to all four language skills. 6 • There is distinction between the ‘what’ and the ‘how’. Communicative Language Teaching (Implications) Taken from: McDonough, Shaw & Masuhara (2013: 23-31)
  18. 18.  As cited in McDonough, Shaw & Masuhara (2013), Clandfield and Jeffries (2010); Clare and Wilson (2011); Dellar and Walkley (2010); Harmer (2012); Rea et al., (2011) mention:  learn English as it is used in our globalized world.  need variety of teaching situation to relate the classroom activity and real life.  teach real-world vocabulary and grammar structure.  integrate skill series which flexible for all learning style.  prepares learners to use English independently. Some claims for current materials
  19. 19.  Multi-component syllabus Dellar and Walkley (2011) cited in McDonough, Shaw & Masuhara (2013)
  20. 20.  Word Meaning Sing Write Read Menyanyi Menulis Membaca The emphasis of lexis Current way: • rationalize vocabulary as content • base teaching on an understanding of the psycho-logical mechanisms Traditional ways:
  21. 21.  As cited in McDonough, Shaw & Masuhara (2013):  Willis defined tasks are always activities where the target language is used by the learner for a communicative purpose.  Key phases are pre- task, task cycle and language focus. Task Based Approach
  22. 22.  As cited in McDonough, Shaw & Masuhara (2013: 42), the current course book design is concerned in general terms with a perspective on ‘the learner’, it is because :  an analysis of the characteristics of learners as individuals can offer a helpful view on the construction of materials and methods.  Learners will naturally need to engage in process of teaching Learners and Learning
  23. 23.  As cited in McDonough, Shaw & Masuhara (2013: 47), there are several changes related to the shift of view of ELT, namely:  New prespective of English as lingua franca  Intercultural sensitivity  Diversification of learners and learning contexts Related Developments
  24. 24.   McDonough, J., Shaw, C., & Masuhara, H. 2013. Materials and Methods in ELT: A Teacher’s Guide, Third Edition. West Sussex: John Wiley & Sons, Inc.  Hutchinson, T., & Waters, A. 1987. English for specific purpose: a learning-centred approach. Cambridge: Cambridge University Press  Feez, S., & Joyce, H. 1998. Text-based syllabus design. Sydney: Macquarie University. References

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