This document outlines key concepts in materials and methods for teaching English as a foreign language. It discusses frameworks for EFL teaching including context, syllabus, and communicative language teaching. It also covers learner and setting variables, different types of syllabi, implications and phases of CLT, claims about current materials, task-based learning, perspectives on learners and learning, and related developments in EFL. The document references theories and literature on EFL materials and methodology.

1. 1. Astri Ollivia K. (16716251013)
2. Nana Apriliana (16716251014)
3. Mustikaning Ayu S. (16716251009)

2. 
 Framework
 Content
 Syllabus
 Communicative Language Teaching
 Some claims for current materials
 Multi component syllabus
 Learners and learning
 Related developments
 References
Outlines

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. 
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. 
• 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. 
• 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. 
 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. 
 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. 
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. 
• 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. 
 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. 
Communicative Language Teaching
(CLT)
1960s
1970s
to early
1980s
New
millennium
era

13. 
Communicative Language Teaching
(Examples)

14. 

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. 
• 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. 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. 
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. 
Multi-component syllabus
Dellar and Walkley (2011) cited in McDonough, Shaw & Masuhara (2013)

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. 
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. 
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. 
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. 
 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