tugas method SLT

2. BACKGROUND

4. 

5. How can slt be characterized at the
levels of approach, design, &
procedure?

6. Approach
The theory of language underlying slt can be
characterized as a type of british structuralism

almer has pointed out, there are three processes
in learning a language receiving the knowledge or
materials, fixing it in the memory by repetition, and
using it in actual practice until become a personal
skill.

7. • Objectives
• The syllabus
• Types of learning and teaching
activities
• Learner roles
• Teacher roles

8. Classroom procedures in SLT very
according to the level of the class, but
procedures at any level aim to move from
controlled to free practice of structures
and from oral use of sentence patterns to
their automatic use in speech, reading,
and pronounciation.

10. • Situational Language Teaching is still
attractive to many teachers who still
believe in structural practice of
language.
• To the survival of the approach until
recently.

11. DISADVANTAGE
• The learner do not acquire their mother
tongue with repetition and habit formation.
• This method do not account for the
fundamental characteristic of languange
namely the creatively and uniqueness of a
individual sentence.

12. SLT emphasis on oral practice, grammar
and sentence pattern, conform to the
intuitions of many language teachers and
offer a practical methodology suited to
countries where national EFL/ESL
syllabuses continue to be grammatically
based it continues to be widely used.

13. • http://www.myenglishpages.com/blog/situati
onal-language-teaching-oral-approach
• Richards, J. C. & Rogers, T. S. (1986).
Approaches and methods in language
teaching: A description and analysis.
Cambridge, UK: Cambridge University Press.
• http://en.wikipedia.org/wiki/languange
pedagogy