1. The document discusses different types of teaching materials and syllabi used in English language teaching. It defines materials as anything used to help students learn a language, including textbooks, workbooks, videos, and other resources. 2. Traditional materials focus more on grammar patterns and accuracy, while communicative materials emphasize using language for real-life communication. Authentic materials are not specifically made for language teaching. 3. A syllabus translates curriculum goals into specific learning objectives. Types of syllabi include structural, focusing on grammar; functional/notional, focusing on language functions; and situational or topic-based, organizing around real or imaginary contexts.

1. WELCOME TO
Developing Materials Design
Meeting 2
with Agus Husein As Sabiq
U I N S A I Z U P U R W O K E R T O

2. Learning Objectives
In the end of this lesson, you are able
to characterize types of materials
and syllabus in English Language
Teaching.

3.  Show your materials that you bring in this class
today.
 Then, tell to your friend about the purpose of the
material or what skills or language aspects the
material is suitable for.

4. What is teaching materials?
Anything which is used to help to reach language learners.
Anything which presents if informs about the language
being learned. (Tomlinson, 1998)
EFL material is one of the most important
factors that has a big influence on the
achievement of the goal of English teaching,
isn’t?
Anything???
a textbook, a workbook, a cassette, a CD-Room, a
video, a song, a photocopied hand-out, a
newspaper, a paragraph written on a whiteboard,
etc.

5. Types of Materials in EFL
 Traditional vs. Communicative Materials
 Traditional => a type of materials (textbook) that try
to get students to learn a language as a system.
 The characteristics (Grant, 1987):
- They tend to emphasize the forms or patterns of
language (the grammar) more than the
communicative functions of language.
- They tend to focus on reading and writing
activities, rather than listening and speaking
activities.

6.  Cont. The characteristics (Grant, 1987):
- They emphasize the importance of accuracy.
- They tend to focus on a syllabus and
examinations.
- They are often attractive to some teachers,
because they seem easy to use and are
highly examination-oriented.

7.  The traditional textbooks are still used
since they have a great advantage that
a teacher can use them without too
much difficulty.
 However, a problem is that students
are incapable of using the language.

8.  Traditional vs. Communicative Materials
 Communicative materials (textbooks), try to
overcome the problem found in traditional textbook
by creating opportunities for the students to use the
language in the classroom before using in real life.
 The characteristics:
- they emphasize the communicative functions of
language, not just the forms.
- they try to reflect the students’ needs and
interests.

9.  Cont. The characteristics:
-They emphasize skills in using the language, not just
the forms of language and they are therefore
activity based.
- They usually have a good balance among the four
language skills, but may emphasize listening and
speaking more than a traditional textbook does.
- Both content and methods reflect the authentic
language of everyday life.

10.  Cont. The characteristics:
- They encourage work in groups and pairs, and
therefore make heavier demands on teachers’
organizational abilities.
- They emphasize fluency, not just accuracy.

11.  Communicative activity in any classroom exercise that
helps the students to use the language they have
learned in the classroom in real life.

12.  Commercial vs. Non-Commercial Materials
 Commercial materials (textbooks) are largely
produced in various levels and available in the
market. E.g. for general English.
 Non-commercial materials textbook are usually
produced for exclusive use to meet the curricular
objectives. E.g. BSE by Kemendikbud.

13.  Authentic vs. Non-Authentic Materials
 Authentic texts (either written or spoken) is not
written or spoken for language teaching purposes.
 The use of authentic materials will enable the EFL
learners to understand the language as the native
speakers of English use it.
 E.g. a newspaper article, a novel, a radio
interview, calendars, advertisements, menus,
notes, receipts, tickets, etc.

14.  Cont. Authentic vs. Non-Authentic Materials
 Authentic Task (or real world task)
A task which involves learners in using language in a way
that replicates its use in the real world outside the
language classroom.
 E.g. answering a letter addressed to the learner,
being a tour-guide, etc.

15.  Cont. Authentic vs. Non-Authentic Materials
 Non-Authentic Materials
A text that has been written especially for language
students.
 E.g. Filling in blanks, changing verbs from simple
past to the simple present, completing
substitution tables, etc.

16. What is syllabus?
Please show your syllabus to your friend!

17. What is syllabus?
A curriculum is abstract
general goals of education
which reflect the overall
educational and cultural
philosophy of a country,
national and political
trends.
Curriculum vs. Syllabus
A syllabus is a detailed and
operational document
which specifies the content
of a particular subject. It is
a kind of plan which
translates the abstract
goals of the curriculum
into concrete learning
objectives.

18. Types of Syllabus in ELT
 A Structural Syllabus vs. Functional Syllabus
A structural syllabus is a kind of syllabus in which
the content of language teaching is a collection of
the forms and structures, usually grammatical
elements such as verbs, nouns, past tense and so
on.

19.  Cont. A Structural Syllabus vs. Functional
Syllabus
A notional/functional syllabus is the one in
which the content of the language is a collection
of the functions that are to be performed when
language is used, or of the notions that language
is used to express.
For example, informing, agreeing, apologizing,
requesting, promising and so on.

20.  A Situational Syllabus vs. topic based syllabus
A situational syllabus is one in which the content of
language teaching is a collection of real or imaginary
situations in which language occurs or is used.
For example. Seeing the dentist, asking directions in
a new town, buying a book in a bookshop.

21.  Cont. A Situational Syllabus vs. topic based
syllabus
A topic-based syllabus take information content as
the main principle for selecting and organizing the
syllabus content. Topic can be of great value in
keeping learners’ interest and maintaining or
increasing their motivation.
For Example

22.  A content-based syllabus
A content–based syllabus is not really a language
teaching syllabus at all. In content-based language
teaching, the primary purpose of the instruction is
to teach some content or information using the
language that the students are also learning.
For example, syllabus for ESP courses, the focus
of the learning ESP is solely the content of the
field, without regarding the sequence of
linguistics units, either structures or functions.

23.  A task-based syllabus
A task-based syllabus is one in which the content of
the teaching is a series of complex and purposeful
tasks that the students want or need to perform
with the language they are learning.
E.g. in TOEFL courses.

24. So, syllabus is a ‘holy’ guide for every teacher.
Syllabus holds a very important in every learning
process. Without syllabus, the process of the
learning will not be effective as the teachers don’t
have any concept to be followed and the students
will be difficult in understanding unordered
materials in class.
What kind of syllabus do you bring in this
class?

25. References
Cunningsworth, A. (1995). Choosing your Coursebook. Oxford:
Macmillan Publisher.
Tomlison, B. (1998). Materials Development in Language Teaching.
Cambridge: Cambridge University Press.
Rahimpour, M. (2009). Current trends on syllabus design in foreign
language instruction, Science Direct, (2) p.1660-1664.