Current Approaches to

Materials Design

Ahmad Fawahid ( F1021161008)

Bismi Widya Pratiwi ( F1021161024 )
Muhammad Fadil Akbar ( F1021161021 )
Uray Siti Annisa Ravi Ardha ( F1021161011 )
 INTRODUCTION

Clarke (1989) offer an interesting

discussion on the relationship
between communicative theory,
teaching materials, and the concept
of authenticity.
 New Beginnings
 Some claims for current materials
Carefully structured multi-syllabus approach. Systematic development of all 4
skills.
Thorough, communicative practice of grammatical structures. Coverage of all
4 skills
Plenty of practice in core grammatical structures and deals with language
at a deeper leve. Covers all the 4 skills.
Proven multi-syllabus approach
Focuses on the real English students will encounter and need to use in todays
world
Combines thorough language work with real life skills to give students the
confidence and ability to communicate successfully in English
Builds on and expands students existing knowledge, encourages learner
independence and develops fluency, accuracy and confidence
Gives learners a new set of skills and strategies for mastering the language
 Oraganization and Coverage

Multi-Syllabus

Teaching materials following a structural

approaches typically appear as an ordered list of
grammatical items-perhaps.
1. Simple Present Active
2. Present Continous
3. Simple Past
The Lexical syllabus
Lexical syllabus is based on vocabulary and lexical units.
There are many linguistics issues that can be applied to
the lexical syllabus. For example:
Vocabulary related to topics
When we discuss one topic might be there are so many
new vocabulary that we can know.
Word formation( suffixes, morphemes,)
The formation of words in a language by the processes of
derivation and composition.
 Compound items
A word made up of two or more existing words.
Moonlight
Sunflower
Connotations
A word that has an explicit meaning or is not the real meaning in a sentence.
1. Positive Connotations
Dove (peace)
Hollywood (fame)
2. Negative Connotations
Babe ( Woman )
Reservation ( Native Americans )

Dennotations
A word that refers to the true meaning.
Aroma
Inexpensive
 The task-based approach

J. Willis (1996) offers a simple definition: task are always

activities where the target language is used by the learner
for a communicative purpose.

According to Long and Crookes the task-based syllabus

always focuses on something being done, not something it
says. The task-based syllabus emphasizes students using
what they learn can be directly related to what they
experience everyday. The task-based syllabus contains
tasks that the student will complete in the target language.
 Aspects of task-based syllabus design
1. Language Data
Authentic data are samples of spoken or written language that have not been
specifically written for the purpose of language teaching.
Non-authentic data are dialogues and reading passages that have been specially
written.
2. Information
They need experiential information about the target culture, they need linguistic
information about target language systems, and they need process information
about how to go about learning the language.
3. Practice
The third and final essential element is practice.
Practice makes perfect
 Learners and Learning

Learners
Skehan (1989) and S.H. McDonough (1986) suggest the following
key learner variables:
1. Personality
2. Motivation
3. Aptitude
4. Preferred learning styles
5. Intelligence
 Learning Processes and Strategies
Learning Processes
Reading Comprehension
1. Read then translate it
2. Answer the questions

Learning Strategies
1. Make the learners active
2. Give exercises
3. Give examples
 The process Syllabus

Most importantly, it contains the reaching

implication that syllabuses cannot be fully
worked out in advance but must evolve as
learners problems and developing
competence gradually emerge.