Syllabus-Driven Materials Anchored on Structural-Functional Approach to ELT

1. Syllabus-Driven Materials Anchored on Structural-Functional Approach to ELT By: Rowena M. Matilla De La Salle University-Dasmariñas Cavite, Philippines

2. *All higher education institutions must require Placement Examination in the English language for all incoming first-year [college]students. Students who fail the said exam must take and pass a non-credit course entitled English Plus, which will cover grammar before they can be allowed to take English 1.

3. NEW SYLLABUS LEARNING RATIONALE It places emphasis on making the learner aware of the functions found in the context where he will be using English and then on enabling him to perform these functions correctly and appropriately in the language he is learning. TEACHING RATIONALE It calls for an explicit means of functionally teaching grammar since form and functions are not mutually exclusive. It is, therefore, expected of a teacher to consider the role of grammar in organizing information within sentences texts, and in contributing to coherent communication

4. Conceptual Framework The study The study Syllabus-driven modules/materials Mcgrath (2002) wrote in his process of supplementary materials design that if the syllabus is the principal determining factor behind what the writer does, this can be called a SYLLABUS-DRIVEN MATERIAL. Syllabus –driven modules/materials Mcgrath (2002) advised that the decision to develop original materials must be taken when a new course/syllabus has been designed for which no suitable textbook can be found.

5. Conceptual Framework: Syllabus-Driven Materials • Anchored on Structural-Functional Approach to ELT • (Ellis, 2002) • (Richards, 1996/2004) • (Lock, 1996) .

6. The Syllabus –Driven Materials(Design) • Starter • Input • Content Focus • Language Focus • Grammar Points • Tasks • Reinforcement

7. A model for the Development of Syllabus-Driven Materials • Pre-Writing • Material/Module Writing • Evaluation • Modification and Final Writing

8. Methodology • The study used the 24-item questionnaire developed by one of the faculty members. Some parts of the instruments, however, were modified to make the questionnaire appropriate to a language teaching material. The syllabus-driven materials were evaluated based on content, manner or presentation, and usefulness.

9. Validation of Research Instrument • A faculty member of the Languages and Literature Department who also writes language teaching materials and who also teaches Intensive English validated the 24-item questionnaire used in evaluating the syllabus-driven materials.

10. Procedures on Syllabus-Driven Materials Development • 1. Design the syllabus-driven material model. • 2. Write the modules • 3. Evaluate the modules • 4. Revise and Write the final draft

11. Results • Based on the study’s major objectives, which was to write the fifteen syllabus-driven materials that will develop the skills necessary for different communicative functions, fifteen syllabus-driven materials were written. • Four syllabus-driven materials for each grading period.

12. Results • To determine if the modules are appropriate instructional materials, an evaluation was done based on CONTENT, MANNER of PRESENTATION, and USEFULNESS. The syllabus-driven materials were evaluated by two internal evaluators and two external evaluators. They also wrote their corrections, suggestions, and recommendations for the materials.

13. Evaluation • Content 1.The content of the material is clear and well explained. 2. Practical grammar applications are well-taken. 3. The sample communication activities are adequate. 4. There are enough tasks at the end of each module. 5. The lesson provides a comprehensive coverage of the subject matter. 6. The exercises enable the learners to gain the mastery of the content

14. Evaluation 7. The exercises motivate the learners to gain the mastery of the content. 8. The content is consistent with the subject objectives. 9. The content facilitates understanding and retention of grammatical structure and communicative functions. 10. Practical applications to life situations are presented by the materials.

15. Evaluation B. MANNER of PRESENTATION • The lay-out of topics is well-organized. • The lessons are properly sequenced. • Suggested activities are simple and easy to understand. • The activities are relevant to the structures being presented. • Questions/tasks at the end of each lesson very in terms of level of difficulty. • The directions are concise, clear, and direct.

16. Evaluation B. MANNER of PRESENTATION 7. The introduction informs the learners of the nature of the content. 8. Lesson headings are used for clarity. 9. The lessons are appropriate to the level of students’ ability. 10.The activities/tasks help the learners become proficient language users.

17. Evaluation • C. USEFULNESS The materials: • are useful to the learners • increase the students’ interest in studying English • Contribute confidence in using the English language through its discussion on grammar and sample functions. • Are good substitute for a text book.

18. Result Interpretation • The formula for *mean was used to determine the average rating given by the evaluators on the three criteria.

19. Results • Intervals and their corresponding verbal description were used to interpret and describe the rating of the evaluators. • Intervals 4.60-5.00 excellent 3.60-3.59 satisfactory 2.60-2.59 moderately satisfactory 1.00-1.59 poor

20. Results • The fifteen syllabus-driven materials received an over all rating of 4.65 (Excellent). Therefore, the evaluation done on the materials’ content, manner of presentation, and usefulness revealed that the syllabus-driven materials developed by the author are appropriate instructional materials.

21. Next Concerns? • Evaluation of the materials by target users? Y/N • Try-out the materials ? Y/N

22. The syllabus • Structure: Modal Auxiliaries • Functions: Offering Advice • Requesting • Offering to do Something • Transacting with a bank personnel • Offering Suggestions/Making Excuses

23. The Materials/Modules • STARTER Below is a quotation that offers advice on how to handle problems/challenges. Give your comments about it. Also, share your personal, effective ways to cope with problems in some areas of your life. “To cope effectively with problems, or too rise triumphantly to challenges, may require courage, patience , sustained energy, and imagination, but it also requires something even more basic: realism.” Joan Bel Geddes

24. The Materials/ Modules • INPUT My Problem (Dialogue) CONTENT FOCUS Skim through the dialogue again and answer the following questions: • What would leah like to do? • Why is good relationship important?

25. The Materials/Modules LANGUAGE FOCUS Copy all sentences that: Make a request Express ability Indicate necessity Express ability

26. The Materials/Modules GRAMMAR POINTS (Discussion/Presentation of the grammar lessons) TASKS (Word Docs)

27. The Materials • TASKS • Directions: In pairs, (one as a waiter and the other as a customer) take turns making requests, giving advice, asking permission or offering to do something. Use the following cues. • Explain the charges on the bill.

28. The Materials REINFORCEMENT • Imagine that you are a member of the profession you wish to be in the future. Make complete sentences about the policies you would like to implement.

29. The Materials Medicine • As an emergency ward doctor, I would like to author a policy statement that will reduce the span of time a patient waits before a medical personnel attends to his needs.

30. The Materials • Every patient brought to the emergency room should be attended to at the soonest time possible. There must be adequate number of doctors in the ward at any time, particularly during peak hours, the time when the most number of emergency cases come in. The ratio of the doctor-nurse tandem ought to be one to one. ...

31. Conclusion

32. END • TAPOS NA po . It is over. • SALAMAT po. Thank you! • Magandang Araw sa inyo lahat. (Have a great day everyone).