DESIGN OF

LANGUAGE
TEACHING
METHOD
Group 6; Aulia, Erlina, Sekar
 Design
Design is the level of method analysis in which we consider ;
1. What the objectives of a method are;
2. How language content is selected and organized within the method, that is,
the syllabus model the method incorporates;
3. The types of learning tasks and teaching activities the method advocates;
4. The roles of learners;
5. The roles of teachers; and
6. The role of instructional materials.
 01

Objectives
 Objectives
To reflect specific aspects of communicative competence according to the learner’s
profiency level & communicative needs
 Objectives
Example
 Objectives
Objectives:
The principal objectives of the Grammar Translation Method are as follows:
• To enable the students to read, write, interpret, and translate the target language
literature.
• To make the students aware of their native language structure and vocabulary.
• To improve the students’ reading, writing and translation skills through rote learning of
vocabulary lists and grammar rules of the target language.
• To develop the students’ general mental discipline
 Objectives
Objectives:
The principal objectives of the Berlitz/direct method are as follows:
• In the short-term, the Audio lingual method aims to train listening comprehension,
accurate pronunciation, the ability to respond quickly and accurately in speech
situations.
• In the long-term, the goal is that learners can use the language as a native-speaker does,
whereby reading and writing skills will be learnt dependent on the previously learnt oral
skills..
 02

Syllabus
 Syllabus
 Syllabus is a detailed and operational statement of teaching and learning
elements which translates the philosophy of the curriculum into a series of
planned steps leading towards more narrowly defined objectives at each level.

 The syllabus provides the instructor and students with a contract, a common
reference point that sets the stage for learning throughout the course.
 Syllabus
 The Syllabus is the outline of language to be taught to a class over a particular
course (term, semester, etc).

 A syllabus lets students know what the course is about, why the course is
taught, where it is going, and what will be required for them to be
successful in the course (Altman & Cashin, 2003).

 It can be seen as a step in the hierarchy of learning and teaching English. At

best it will be designed by the school Director of Studies; at worst there won’t
be a syllabus or if there is one it will be merely using a particular book
throughout the term.
 Why syllabus need to be developed?

 To address students’ needs

 To actualize the institutional goals and
objectives
 To develop content standard and graduate
competence standard into the existing
teaching and learning process of related
schools
 Who develop syllabus?

 A group of teachers in one school

 National Council of Teachers of English
(MGMP)
 Experts in related subjects and resource group
 Supervisor
 Syllabus components

In general, the components of syllabus consist of

:
 Objectives (or competencies in competency
based syllabus)
 Instructional contents
 Learning experiences
 Evaluation
 The types of English syllabus

 The Structural (formal) Syllabus

 The Notional/Functional Syllabus
 Situational Syllabi
 Skill-Based Syllabi
 The Task-Based Syllabus
 The Content-Based Syllabus
Example syllabus