NAMA: ELLA RAHAYU

SEMESTER/UNIT : VI/6

METHOD

OF

TEACHING ENGLISH

SITUATIONAL LANGUAGE TEACHING

Developed by British in the 1930s to the 1960s.1. Developed by British in the 1930s to the 1960s.

The language that is being taught is realistic, all the words and sentences must grow out of some real situation or imagined real situation.

THE ASPECTS OF APPROACH

Vocabulary control

Grammar control

THE CHARACTERISTICS OF APPROACH

Language teaching begins with the spoken language.

The target language is the language of the classroom.

New language points are introduced situationally.

Vocabulary selection procedures are followed.

Items of grammar are graded following the principle that simple forms should be taught before complex ones.

Reading and writing are introduced once sufficient lexical and grammatical basis is established.

Approach

Design

Procedure

a. Theory of language

It can be characterized as a type of British It can be characterized as a type of British “structuralism”.“structuralism”.

Language as speech/Language was identified with Language as speech/Language was identified with speech, and speech ability was approached through speech, and speech ability was approached through oral practice of structure. oral practice of structure.

b. Theory of learningb. Theory of learning

Behaviorist habit-learning theory.

Primarily processes rather than the conditions of learning.

2. DESIGNa. OBJECTIVES

A practical command of the four basic skills of a language through structure

Accuracy in both pronunciation and grammar

Errors are to be avoided at all costs

Automatic control of basic structures and sentence patterns

b. THE SYLLABUS

Structural syllabus

A word list

c. TYPES OF LEARNING AND TEACHING ACTIVITIES A situational presentation of new sentence

patterns

A drill-based manner of practicing( chorus repetition, dictation, controlled oral-

based reading and writing tasks)

d. Learner roles

Listening and repeating

what the teacher says

Responding to questions

and commands

No control over the content

of learning

e. Teacher roles

♦ A model

(modeling the new structure for

students to repeat)

♦ A skillful manipulator

(using questions, commands, etc to

make the learner produce correct

sentences)♦ A review organizer

(timing, oral practice, revision, testing

and developing language

activities)

f. The role of instructional materials

A textbook (as a guide)

Visual aids (wall charts, flashcards,

pictures, stick figures and so on)

 

3. Procedure

a. Procedures move from controlled to freer practice of

structures.

b. Procedures move from oral use of sentence patterns

to their automatic use in speech, reading and writing.

4. Advantages Suitable for introduction to the

language

Values practical grammar and

vocabulary

An accessible method for teachers if

they have good curriculum

Inexpensive to use

5. Disadvantages

•Teacher-controlled

•Ineffective

•Boring