Name: putri sofwatunnisa

Nim: 1908103180

Summary

Richards and Rodgers (1981) that instructional materials can provide detailed specifications of
content even in the absence of a syllabus. They give guidance to teachers on both the intensity of
coverage and the amount of attention demanded by particular content or pedagogical tasks. They
can help define the goals of the syllabus, and the role of teachers and learners within the
instructional process (Wright 1987)

Focus Attention in:

 Evaluation
 Adaptation
 Teacher-developed Materials
 Use of Commercially Produced Materials

the role of materials The syllabus defines are goals, objectives and teacher produced. teacher
produced and commercially are the most tangible and visible aspects of the curriculum.

Commercial materials:

 Controversy associated with the use of commercial materials (coursebooks)

 English for specific purposes
 Any given coursebook will be incapable of catering for the diversity of needs which
exists in most language classrooms
 Commercial publishers (time, effort, money)

selecting commercial materials it is important:

 to match the materials with the goals and objectives of the programme
 to ensure that they are consistent with one´s beliefs about the nature of language and
learning, as well as with one´s learners attitude, beliefs, and preferences
 evaluating and selecting it´s not an easy task

conclusion

Materials are an important component within the curriculum, and are often the most tangible and
visible component of pedagogy.

Thanks!
Name: putri sofwatunnisa
Nim: 1908103180
Reflection
Even if there isn't a syllabus, instructors can provide extensive content specifications. They
provide teachers with recommendations for both the amount of coverage and the amount of
attention required by specific material or pedagogical activities. They can assist in defining the
syllabus's objectives as well as the roles of teachers and students in the educational process.
Instruction materials development are focus Attention in Evaluation materials, Adaptation
materials to instruction and goals of a language teaching program, Teacher as developed
Materials, and Use of Commercially Produced Materials or coursebook.
the role of materials The syllabus defines by goals, objectives and teacher produced
teacher produced and commercially are the most tangible and visible aspects of the curriculum
selecting commercial materials it is important to match the materials with the goals and
objectives of the syllabus programe. evaluating and selecting the syllabus.
Any comprehensible evaluation also needs to collect data on the actual use of materials in the
classroom,
Teachers require time, opportunity, and support to reflect on their experiences through a variety
of professional development activities, including as professional development programs,
collegiate consultations, and action research projects, in addition to experience.
The role of instructional material within a functional/communicative methodology might be
specified in the following terms:
 The emphasis of the materials will be on the communicative skills of interpretation,
expression, and negotiation.
 Rather than presenting grammatical form, the contents will emphasize on intelligible,
relevant, and enjoyable information exchanges.
 Different types of texts and media will be included in the materials.
Materials design exists at the interface of syllabus design and methodology. The problems or
grading, sequencing, and integration, so crucial to the development of coherent language
programs, are the constant preoccupation of syllabus designers. Most commercially produced
materials can be adapted to fit a range of needs and goals not originally envisaged by the
material writers
conclusion
Materials are an important component within the curriculum, and are often the most tangible and
visible component of pedagogy.
Thanks!